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Life Span Human Development 8th Edition Sigelman Rider Test Bank

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Life Span Human Development 8th Edition Sigelman Rider Test Bank

ISBN-13: 978-1285454313

ISBN-10: 1285454316

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Life Span Human Development 8th Edition Sigelman Rider Test Bank

ISBN-13: 978-1285454313

ISBN-10: 1285454316

 

 

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Free Nursing Test Questions:

Chapter_09_Intelligence_and_Creativity

1. According to the psychometric approach to intelligence, intelligence

  a. aids in adaptation to the environment.
  b. is made up of traits that vary and can be measured.
  c. is fixed at conception by genetic factors.
  d. is organized by stages or levels.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

2. Who is most likely to say, “The major focus of my discipline is on the creation and understanding of intelligence tests”?

  a. Sisko, who is a Freudian
  b. Kirk, who is a Piagetian
  c. Janeway, who is an information-processing theorist
  d. Archer, who is a psychometric theorist

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

3. When discussing intelligence, David says, “I subscribe to a psychometric approach on that topic.” This means that David would most likely

  a. be against the idea of measuring intelligence.
  b. believe that he is smarter than most other people.
  c. describe a person in terms of measurable traits he or she possesses.
  d. believe that intelligence is inherited.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

4. The two-factor model argues that intelligence is highly influenced by a factor simply designated as “g.” What does “g” stand for?

  a. Global self-worth b. Genetic inheritance
  c. Goodness-of-fit d. General mental ability

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

5. The intelligence concept of “g” was based on the observation that

  a. IQ scores predict career success.
  b. skill levels are consistent across tasks.
  c. children who take math do better at math.
  d. there are few racial differences in IQ scores.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

6. Whose “formula” for intelligence is, “intelligence” = “g” + “s”?

  a. Raymond Cattell b. Charles Spearman
  c. J.P. Guilford d. Louis Thurstone

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

7. Which pair is best associated with concepts of fluid intelligence?

  a. Cattell and Horn b. Atkinson and Shiffrin
  c. Fechner and Weber d. Spearman and Thurstone

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

8. _____ intelligence is defined as the ability to use your active mind to solve novel problems.

  a. Fluid b. Crystallized
  c. Primary d. Tertiary

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

9. Fluid intelligence is usually

  a. taught and emphasizes using the mind in new ways.
  b. not taught and emphasizes using the mind in new ways.
  c. taught and emphasizes using the mind to solve familiar tasks.
  d. not taught and emphasizes using the mind to solve familiar tasks.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

10. Dominique is shown a series of triangles of different sizes and colors and is asked to guess what the next triangle in the series might look like. The use of this novel task indicates that the person testing Dominique is most likely assessing _____ intelligence.

  a. fluid b. crystallized
  c. naturalistic d. linguistic

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

11. Crystallized intelligence is the dimension of intellect that includes all of the following abilities EXCEPT

  a. word comprehension.
  b. numerical abilities.
  c. recognizing relationships between two objects you have never seen before.
  d. ability to recall general information.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

12. Kao is involved with a project studying intelligence. During the study, she is first asked to name the state capitals of Wisconsin and Hawaii. Then she is asked to explain the difference between the words “destiny” and “density.” Given these tasks, Kao appears to be taking a test of _____ intelligence.

  a. interpersonal b. crystallized
  c. spatial d. fluid

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

13. The basic distinction between crystallized and fluid intelligence is that

  a. fluid intelligence involves using your mind in new ways, and crystallized intelligence involves using what you have already learned.
  b. fluid intelligence is verbal, and crystallized intelligence is nonverbal.
  c. fluid intelligence is implicit, and crystallized intelligence is explicit.
  d. fluid intelligence tests wisdom, and crystallized intelligence tests genius.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

14. The modern general consensus concerning intelligence is that

  a. a general ability influences how well people do on only one or two tasks.
  b. there are a few broad dimensions of intelligence that can be found in factor analyses.
  c. specific abilities are not part of intelligence.
  d. IQ tests do a better job of explaining intelligence than describing intelligence.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

15. The intelligence test developed by Binet and Simon (1904) was specifically designed to

  a. measure the intelligence quotient (IQ) of adults.
  b. identify gifted children.
  c. predict which high school students would be successful in college.
  d. determine which school children were likely to be slow learners.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

16. The intent of the original Binet and Simon intelligence test was to be able to identify

  a. effective soldiers.
  b. women who would make the best teachers.
  c. geniuses.
  d. “dull” children in need of special education.

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

17. With regard to the Binet and Simon intelligence test, “age graded” refers to

  a. a test that is scored by same-age peers.
  b. the age at which an average child of a certain age can successfully complete an item.
  c. test items that are similar across cultures.
  d. a child who typically relies on divergent rather than convergent thinking.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

18. The average level of age-graded problems a person can solve is used to determine the person’s

  a. chronological age. b. karyotype.
  c. mental age. d. genotype.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

19. An average 10-year-old would have

  a. only a chronological age of 10.
  b. only a mental age of 10.
  c. both a chronological and mental age of 10.
  d. neither a chronological nor mental age of 10

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

20. Who developed the Stanford-Binet Intelligence Scale?

  a. Lewis Terman b. Alfred Binet
  c. John Stanford d. Theodore Simon

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

21. The formula for calculating an intelligence quotient is

  a. IQ = (CA+MA)/100. b. IQ = (CA+MA)*100.
  c. IQ = (MA/CA)*100. d. IQ = (MA+CA)/100.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

22. Ten-year-old Kookla is found to have a mental age of 12. According to the traditional Stanford-Binet Scale, Kookla has an IQ of

  a. 80. b. 100.
  c. 110. d. 120.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

23. Who would have the highest IQ?

  a. Tom, who is 10 years old and has a mental age of 15
  b. Brady, who is 15 years old and has a mental age of 10
  c. Payton, who is 15 years old and has a mental age of 20
  d. Manning, who is 20 years old and has a mental age of 15

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

24. Test norms are

  a. a set of procedures for properly administering a test.
  b. information specifying the number and types of items found on a test.
  c. a statement indicating the purpose of the test along with information on appropriate and inappropriate use of test results.
  d. a table of test scores that indicates the average score and how to interpret the range of scores around that average score.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

25. On the fifth edition of the Stanford-Binet test,

  a. mental age is no longer used to calculate IQ.
  b. chronological age is no longer used to calculate IQ.
  c. no IQ score is calculated.
  d. there is a “cultural-balance” scale that equates children who have been raised in different cultures.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

26. Who is best known for developing a set of intelligence tests that can be used on individuals from toddlerhood to old age?

  a. Alfred Binet b. David Wechsler
  c. Charles Spearman d. Howard Gardner

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

27. Harold is about to assess the intelligence of his four-year-old son, Kumar. Which test would be most appropriate him to select?

  a. PSI b. WISC-IV
  c. WAIS-IV d. MMPI

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

28. Sixty-five-year-old Kint is going to a psychologist to have his verbal IQ assessed. Which test would a competent psychologist select to accomplish this goal?

  a. PSI b. WISC-IV
  c. WAIS-IV d. MMPI

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

29. Jacque is told that he will be taking the Wechsler Intelligence Scale for Children. What type of task should Jacque expect to complete as part of the assessment of his performance IQ?

  a. Arithmetic reasoning b. A test of general knowledge
  c. Puzzle assembly d. Vocabulary

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

30. The Wechsler Intelligence Scale for Children (WISC-IV) test differs from the Stanford-Binet test because only the WISC-IV

  a. is administered in groups rather than individually.
  b. emphasizes verbal abilities.
  c. has separate scores for verbal and performance abilities.
  d. is administered to children.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

31. To say that test scores are normally distributed around the average score means that

  a. most people score in the average range and few people score very high or very low.
  b. there are equal numbers of low, average, and high scores.
  c. scores obtained on repeated testing sessions are fairly consistent.
  d. the test is a good measure of the trait that it is supposed to be measuring.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

32. On a normal distribution of IQ test scores, the average score would be

  a. 1. b. 10.
  c. 50. d. 100.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

33. If the scores from an intelligence test are normally distributed, then you would predict that the FEWEST number of people would receive an IQ score at or below _____ on that test.

  a. 70 b. 85
  c. 100 d. 115

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

34. If the scores from an intelligence test are normally distributed, then you would predict that the largest number of people would receive an IQ score of _____ on that test.

  a. 70 b. 85
  c. 100 d. 115

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

35. An information-processing theorist focusing on intelligence testing would be most likely interested in

  a. the statistics used to calculate an IQ score.
  b. how children solve the problems on the test.
  c. a child’s full IQ score.
  d. why children solve problems on the test.

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

36. The STAT test

  a. is designed for use with hearing impaired populations.
  b. generates “creativity” IQ score.
  c. avoids assessing acquired knowledge.
  d. includes an essay.

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

37. One of the unique features of Gardner’s theory of intelligence is that it

  a. rejects the notion that a single IQ score can meaningfully assess intelligence.
  b. promotes the notion of genetic testing as a form of intelligence testing.
  c. focuses on what someone does not know as opposed to what he or she does know.
  d. completely ignores the impact of experience on intellectual functioning.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

38. According to Howard Gardner, intelligence consists of at least eight distinct abilities. Which of the following is among Gardner’s distinct types of intelligence?

  a. Musical b. Memory capacity
  c. Creative d. Interracial

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

39. One of Siggy’s most endearing traits is an exceptional sensitivity to other people’s motivations and moods. According to Gardner, Siggy would best be classified as having high _____ intelligence.

  a. bodily-kinesthetic b. intrapersonal
  c. linguistic d. interpersonal

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

40. Given that Charles Darwin’s theory of evolution was based on Darwin’s extremely insightful observation of animals, it is likely that Gardner would have viewed Darwin as having exceptionally high _____ intelligence.

  a. naturalistic b. intrapersonal
  c. spatial d. logical-mathematical

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

41. His steady hands make Dr. Greene a top-notch surgeon. Given this information, Dr.Greene would appear to have a high level of _____ intelligence.

  a. bodily-kinesthetic b. naturalistic
  c. linguistic d. interpersonal

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

42. Cleopatra has an outstanding sense of her own feelings. This ability is best associated with Gardner’s _____ type of intelligence.

  a. bodily-kinesthetic b. intrapersonal
  c. linguistic d. interpersonal

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

43. Browning’s latest book of poems is being hailed as a “triumph in the use of the written word.” This indicates that Browning most likely possesses high levels of _____ intelligence.

  a. naturalistic b. intrapersonal
  c. linguistic d. interpersonal

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

44. As a great architect, Mr. Brady has an amazing ability to visual and mentally transform a building in his mind. This suggests that he has superb _____ intelligence.

  a. bodily-kinesthetic b. spatial
  c. linguistic d. interpersonal

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

45. People with savant syndrome illustrate that intelligence

  a. is a single unified ability. b. has no genetic basis.
  c. cannot be measured. d. consists of multiple and distinct abilities.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

46. While Dilbert is severely intellectually disabled, he has the ability to tell you the day of the week for any future date (e.g., November 27, 2949 = Tuesday). This description indicates that Dilbert

  a. has great wisdom.
  b. possesses superb divergent thinking skills.
  c. has savant syndrome.
  d. is about to experience a terminal drop.

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

47. Gardner’s theory of intelligence

  a. links distinct types of intelligence to specific areas of the brain.
  b. suggests that all types of intelligence have the same developmental course.
  c. argues that the concept of “g” can be used to explain savant behavior.
  d. is heavily reliant on the use of traditional IQ tests to assess intelligence.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

48. Sternberg is best associated with _____ theory.

  a. psychodynamic b. autistic
  c. triarchic d. IQ

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

49. Moesha grew up in a society in which women were supposed to always begin a conversation with a man. While traveling in a foreign nation, Moesha learns that in this culture, a woman who begins a conversation with a man is considered stupid. This cultural distinction in the definition of intelligence illustrates what Sternberg called the _____ component of intelligence.

  a. practical b. fluid
  c. developmental quotient d. information-processing

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

50. According to triarchic theory, person with “street smarts” possesses high levels of _____ intelligence.

  a. creative b. analytical
  c. socioemotional d. practical

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

51. When describing the practical component, Sternberg argues that an intelligent person will

  a. be successful in all situations.
  b. score high on an IQ test.
  c. show outstanding abilities in the areas of music and interpersonal skills.
  d. shape an environment to better suit his or her skills.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

52. With regard to experience, Sternberg believes that

  a. the level of intelligence of a response can be accurately assessed only after extensive experience with the tasks.
  b. experience with a task has no impact on ability to intelligently respond to the task.
  c. there is no way to assess familiarity with a task.
  d. the creative component of intelligence is best measured by a person’s responses on novel tasks.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

53. _____ refers to an efficiency of information processing that appears with practice.

  a. Terminal drop b. Automatization
  c. Factor analysis d. The Flynn effect

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

54. What would indicate that LeBron’s free-throw-shooting has undergone automatization?

  a. He has practiced so many times that he does not even have to pay that much attention to make the shot.
  b. He has never seen the behavior before, but he is busy committing it to memory.
  c. He can show someone else how to shoot free-throws.
  d. He now becomes distracted if fans wave banners while he is shooting.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

55. Mr. Edam grew up in Wisconsin and knows a lot about Colby cheese. Mr. Cheddar grew up in Cheddar, England, and knows a lot about cheddar cheese. Both are given an intelligence test that contains a question about Colby cheese. The fact that Mr. Edam would be at an advantage due to his familiarity with the subject matter illustrates a problem referred to as

  a. the Flynn effect. b. savant syndrome.
  c. culture bias. d. factor analysis.

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

56. The analytic component of intelligence focuses exclusively on

  a. genetic. b. cultural.
  c. operant conditioning. d. information-processing skills.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

57. Sternberg would argue that an individual who is outstanding at filtering out irrelevant from relevant information excels on the _____ component of intelligence.

  a. practical b. experiential
  c. creative d. analytic

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

58. A key role of Sternberg’s triarchic theory was to ______Remember,mething that is not commonly found on traditional IQ tests.

  a. explain how people produce intelligent answers
  b. create questions that tap into different areas of intellectual functioning
  c. describe the key role of genetics in determining intelligence
  d. discuss how a single score could assess intelligence

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

59. The newest aspect of Sternberg’s approach to intellect is _____ intelligence.

  a. naturalistic b. successful
  c. intrapersonal d. bodily-kinesthetic

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

60. “Successful intelligence” is BEST summarized as the ability to succeed in

  a. life b. school
  c. standardized test situations d. familiar settings

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

61. Most widely used traditional tests of intelligence focus on _____ intelligence(s).

  a. creative b. analytic
  c. practical d. creative, analytic, and practical

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

62. Creativity is usually defined as

  a. high intelligence (as defined by a high IQ)
  b. the ability to come up with the most bizarre answer to a problem
  c. the ability to produce novel responses that are valued by others
  d. factual information gained over years of experience

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

63. The production of ideas that are original and meaningful are both defining characteristics of

  a. terminal drop. b. creativity.
  c. fluid intelligence. d. automatization.

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

64. IQ and creativity scores are

  a. inversely related. b. identical.
  c. highly related. d. not well correlated.

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

65. Miss Whitney asks her class to name the person who invented the cotton gin. This question best represents a measure of

  a. convergent thinking. b. divergent thinking.
  c. creativity. d. ideational fluency.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

66. Which item is NOT one of the three dimensions on which divergent thinking is analyzed?

  a. Originality b. Flexibility
  c. Ideation fluency d. Crystallization

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

67. Which question would be the best method of assessing divergent thinking?

  a. Who is the president of Mexico?
  b. What are some effective ways of studying for a psychology exam?
  c. Where does the equator pass through the continent of Africa?
  d. How much is (212*34)/.948?

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

68. Divergent thinking is to convergent thinking as

  a. a variety of answers are to one answer.
  b. IQ tests are to tests of creativity.
  c. interpersonal intelligence is to intrapersonal intelligence.
  d. DQ is to IQ.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

69. Ideational fluency refers to one’s ability to

  a. pick the most appropriate idea to solve a problem.
  b. quickly recall synonyms when given a word.
  c. solve a problem quickly and accurately.
  d. generate many interesting, novel ideas.

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

70. Who is demonstrating a high level of ideational fluency?

  a. Hugh, who knows four different languages
  b. Stew, who has an IQ of 150
  c. Drew, who quickly generated a list of 20 novel uses for marshmallows
  d. Lou, who can name the day of the week for any date in the 1900s

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

71. How did Sternberg include the notion of confluence into his theory?

  a. He believed that several factors combined to create intelligence.
  b. He saw intelligence as based on cultural differences.
  c. He suggested that the presence of a member of the same race would improve the intelligence score of children from minority groups.
  d. He saw intelligence as a “use it or lose it” proposition.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

72. Luther is developing a test of intelligence. He believes that in order to accurately generate an intelligence test score, he must assess a multitude of factors that will be added together to form the “product” called intellect. This belief indicates that Luther is a strong proponent of

  a. confluence. b. creativity.
  c. convergent thinking. d. neuroplasticity.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

73. Research on intelligence and creativity has shown that

  a. highly creative individuals rarely have below-average IQs.
  b. a high IQ is required for creativity.
  c. the more reliance on convergent thinking, the greater the creativity.
  d. motivation cannot compensate for the lack of environmental support for intellectual advancement.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

74. The major focus of the Bayley Scales of Infant Development is to assess intelligence by measuring

  a. the rate at which infants achieve developmental milestones.
  b. vocabulary size.
  c. creativity.
  d. physiological status at birth (e.g., heart rate, respiration, muscle tone).

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

75. Otis has just been told that his son Goober is going to be assessed using the Bayley Scales of Infant Development. As a knowledgeable psychologist, Otis would know that this test will assess Goober’s

  a. savant skills (e.g., ability to calculate future days of the week).
  b. motor skills (e.g., ability to grasp and throw a ball).
  c. physiological skills (e.g., average heart rate, respiration).
  d. sociometric skills (e.g., the number of friends the child has).

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

76. Searching for a hidden toy is part of the assessment of _____ scale on the Bayley Scales of Infant Development.

  a. behavioral-rating b. motor
  c. physiological d. mental

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

77. Which is NOT one of the scales on the Bayley Scales of Infant Development?

  a. Motor b. Mental
  c. Behavioral d. Social

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

78. The use of a test yielding a DQ over a test yielding an IQ is most appropriate when you are assessing

  a. infants. b. preschoolers.
  c. adolescents. d. the elderly.

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

79. If you tested 1,000 infants on a valid test that generated a DQ, what expectation would you have concerning the correlation between the DQ and an IQ taken when these individuals reach age 20?

  a. Expected correlation around 0 b. Expected correlation around +.5
  c. Expected correlation around –1.0 d. Expected correlation around +1.0

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

80. Why do scores on infant developmental scales appear to be such poor predictors of later IQs?

  a. They do not account for the negative environmental impacts that trump later experiences.
  b. They are actually very good predictors.
  c. They are over-reliant on verbal skills that continue to develop in childhood.
  d. They may tap qualitatively different abilities.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.6 – 9.2. Indicate the infant behaviors that are best connected to later intelligent behaviors and explain the reason for this connection.

 

81. If you want to predict later intelligence using some infant measure, which of the following measures would be best to use with the infants?

  a. Bayley DQ scores b. Stanford-Binet IQ scores
  c. Wechsler performance scores d. Speed of habituation scores

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.6 – 9.2. Indicate the infant behaviors that are best connected to later intelligent behaviors and explain the reason for this connection.

 

82. An intelligent infant is best characterized as one who

  a. prefers familiar information over novel information.
  b. achieves developmental milestones more quickly than other infants.
  c. gets bored quickly with familiar information and seeks out novel information.
  d. slowly habituates to stimuli.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.6 – 9.2. Indicate the infant behaviors that are best connected to later intelligent behaviors and explain the reason for this connection.

 

83. The stability of IQ scores

  a. is highest in infancy.
  b. becomes fairly high starting at around age four.
  c. is highest with longer times between testing sessions.
  d. is high for individual children but low for large groups of children.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

84. Whose current IQ score would most likely be highly correlated with their IQ score at age 10?

  a. Dana, who is two years old b. Mulder, who is four years old
  c. Scully, who is six years old d. Fox, who is eight years old

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

85. Which statement best summarizes the pattern of IQ-score change in childhood?

  a. Overall age group stability but large individual variation
  b. Significant rise in average group IQ score from early to late childhood
  c. Significant drop in average group IQ score from early to late childhood
  d. Overall individual stability but large age-group variation

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

86. Some children show gains in IQ during their school years. Which factor appears to be the primary cause of such gains?

  a. Strict child rearing practices b. Relaxed child rearing practices
  c. Parents who foster achievement d. Effective schools

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

87. Some children show a lowering of their IQ during their school years. Which factor seems to be the most common cause of this decline?

  a. Accidental injury to the brain b. Living in impoverished environments
  c. Chronic illness d. Ineffective schools

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.8 – 9.3. Discuss the effects of poverty on children’s intellectual abilities.

 

88. The cumulative-deficit hypothesis is often used to explain

  a. how deficits in school funding create ineffective schools.
  b. how people with lower IQs have more children, thus lowering the average IQ in a society.
  c. how the cumulative effects of a superior education create a feeling of never being satisfied.
  d. how the negative effects of an impoverished environment “snowball” over time to create lowered IQ scores.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.8 – 9.3. Discuss the effects of poverty on children’s intellectual abilities.

 

89. Children from impoverished environments may show progressively lower IQ scores over time, a phenomenon called

  a. terminal drop. b. savant syndrome.
  c. cumulative-deficit hypothesis. d. the factor analysis.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.8 – 9.3. Discuss the effects of poverty on children’s intellectual abilities.

 

90. Long-term research on children who were in Project Head Start indicates that

  a. while early changes in IQ are rare, significant increases in IQ are seen during the college years.
  b. compensatory programs like Head Start lead to poorer attitudes about achievement.
  c. children in these programs are more likely to end up in special education classes than their peers.
  d. participation in such programs may reduce the likelihood of teenage pregnancy.

 

ANSWER:   d
DIFFICULTY:   Difficult
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.8 – 9.3. Discuss the effects of poverty on children’s intellectual abilities.

 

91. Research has shown that children who participate in early intervention programs

  a. show immediate gains in IQ that last long after the programs end.
  b. show immediate gains in IQ, but the gains fade after the programs end.
  c. show no immediate gains in IQ, but do eventually show long-term gains, even after the programs end.
  d. show no immediate gains in IQ, but do eventually show long-term gains, however the gains fade after the programs end.

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.8 – 9.3. Discuss the effects of poverty on children’s intellectual abilities.

 

92. The typical pattern of creativity in childhood is

  a. high in preschool, higher in first grade, even higher in fourth grade, and highest by age 12.
  b. highest in preschool, lower in first grade, even lower in fourth grade, and lowest by age 12.
  c. high in preschool, lower in first grade, even lower in fourth grade, and higher by age 12.
  d. low in preschool, higher in first grade, even higher in fourth grade, and lower by age 12.

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.9 – 9.3. Chart the path of creative abilities across childhood.

 

93. Which of the following is true of creative children?

  a. They engage in more fantasy or pretend play than other children.
  b. They tend to be less open to new experiences.
  c. They do not have unhappy or lonely childhood experiences.
  d. Their creativity can be predicted by high IQ scores.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.9 – 9.3. Chart the path of creative abilities across childhood.

 

94. Many early studies suggested that childhood _____ was the driving force behind the development of creativity.

  a. vaccinations b. nutrition
  c. adversity d. peer-friendship

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.9 – 9.3. Chart the path of creative abilities across childhood.

 

95. What physiological event has been associated with the acquisition of Piaget’s formal operation stage of thinking?

  a. A spurt in brain development b. Menopause
  c. Increased levels of androgens d. Spermarche

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

96. IQ scores obtained during adolescence are best at predicting

  a. whether a person will graduate from college.
  b. a person’s high school grades.
  c. a person’s choice of occupation.
  d. how well a person performs in his or her chosen occupation.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.11 – 9.4. Explain how IQ scores relate to school achievement.

 

97. Which statement is true?

  a. During adolescence, IQ scores become more predictable but creativity seems to wax and wane.
  b. During adolescence, creativity becomes more predictable but IQ scores seem to wax and wane.
  c. During adolescence, both IQ scores and creativity become more predictable.
  d. During adolescence, both IQ scores and creativity seem to wax and wane.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.12 – 9.4. Discuss how schools and parents can foster creativity during adolescence.

 

98. The phrase, “I really want to be the best,” illustrates the key element of _____ that exemplifies the behavior of many child prodigies.

  a. specific talent b. supportive environment
  c. motivation d. ideational fluency

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.12 – 9.4. Discuss how schools and parents can foster creativity during adolescence.

 

99. Which parenting practice is best associated with the development of creativity?

  a. Firm hand with lots of training
  b. Start slow and build firmness quickly
  c. Enroll child in gifted classes even if he or she has no clear talent
  d. Allowing children the freedom to explore and opportunities to experiment

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.12 – 9.4. Discuss how schools and parents can foster creativity during adolescence.

 

100. The Flynn effect refers to the observation that

  a. IQ scores are no longer related to socioeconomic status.
  b. average IQ scores have been increasing.
  c. IQ scores are predictive of educational and occupational achievement as well as income.
  d. IQ is largely heritable.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

101. On average, _____ tend to have the highest IQs.

  a. manual laborers b. blue collar workers
  c. technical workers d. white collar workers

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

102. As a general pattern, _____ tend to have the lowest IQs.

  a. manual laborers b. professional workers
  c. technical workers d. white collar workers

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

103. A large-scale study on intelligence, income, and occupational prestige by Judge, Klinger, and Simon (2010) found that

  a. general intelligence was not significantly related to either income or occupational prestige.
  b. general intelligence was significantly related to income but not occupational prestige.
  c. general intelligence was significantly related to occupational prestige but not income.
  d. general intelligence was significantly related to both income and occupational prestige.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

104. To what extent does a person’s IQ predict his or her degree of occupational success (productivity)?

  a. Not at all (r = .00) b. Only very weakly (r = +.5 to .15)
  c. Fairly well (r = +.30 to .50) d. Extremely well (r = +.90 to 1.0)

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

105. Research on IQ and diabetes indicates that the reason individuals with higher IQs may live longer is because they are

  a. better able to monitor and treat their illness.
  b. genetically superior.
  c. able to pay for better car.
  d. more likely to be males, and males tend to live longer than females.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

106. The best way to describe the relationship of IQs between ages 11 and 61 is

  a. unrelated. b. inversely related.
  c. relatively stable. d. virtually identical.

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

107. Which statement best describes Kaufman’s (2001) findings on the pattern of IQ change from young adulthood though old age generated by cross-sectional studies?

  a. IQ scores peak in young adulthood (age 20-30) and decline steadily through middle age (40-50) and old age (80-90).
  b. IQ scores rise gradually until middle age (age 40-50) then decline slowly until old age (around 80) when the decline accelerates.
  c. IQ scores remain fairly constant across the lifespan.
  d. IQ scores increase gradually between young adulthood (age 20-30) and old age (80-90).

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

108. Schaie’s sequential study of stability of intellectual abilities showed that

  a. both cohort and age affect intellectual performance.
  b. cohort, but not age, affects intellectual performance.
  c. age, but not cohort, affects intellectual performance.
  d. neither cohort nor age affects intellectual performance.

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

109. Research on changes in intellectual abilities during adulthood indicates that

  a. fluid and crystallized intelligence decline at the same rate.
  b. fluid intelligence declines earlier and more quickly than crystallized intelligence.
  c. crystallized intelligence declines earlier and more quickly than fluid intelligence.
  d. crystallized and fluid intelligence fluctuate up and down throughout the entire lifespan.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

110. Longitudinal research on IQ change during adulthood indicates that

  a. crystallized intelligence peaks in young adulthood and then declines steadily.
  b. both fluid and crystallized and fluid intelligence peak in middle adulthood and then decline steadily.
  c. crystallized intelligence peaks and then declines, while fluid intelligence remains steady into middle-old adulthood.
  d. fluid intelligence peaks and then declines, while crystallized intelligence remains steady into middle-old adulthood.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

111. Which type of test is most apt to put an older adult at a disadvantage?

  a. Test of general knowledge b. “Speeded” (timed) test
  c. Vocabulary test d. Test on arithmetic operations

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

112. Which is the best characterization of intellectual functioning in adulthood?

  a. The time in history in which someone is born does not impact his or her intellect.
  b. Remaining cognitively active does little to stem the natural loss of intellectual skills associated with aging.
  c. Early education levels have little impact on adult levels of intelligence.
  d. Declines are not universal.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

113. Which of the following can we conclude about intellectual functioning across the lifespan?

  a. Preference for familiar items and tasks is associated with higher levels of intellectual performance.
  b. Intellectual functioning is not affected by practice or familiarity.
  c. The speed with which someone processes information is related to intellectual performance.
  d. Age-related declines in intellectual ability are universal in nature.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

114. Terminal drop is best associated with

  a. poor health. b. automatization.
  c. poverty. d. cultural bias.

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

115. Terminal drop is the name given to

  a. a low score on an IQ test brought about by the child not feeling well on the day of the test.
  b. a rapid decline in the mental abilities of elderly people a few years prior to dying.
  c. placing an underachieving child in a special education class.
  d. a gifted student dropping out of high school and remaining underemployed during his or her adult life.

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

116. Research would predict that _____ would show the largest intellectual declines in the coming years.

  a. 68-year-old Jay, who is married and leading an active social life,
  b. 69-year-old May, who lives alone and is socially inactive,
  c. 70-year-old Kay, who is married but socially inactive,
  d. 71-year-old Fay, who is lives alone but is socially active,

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

117. What saying is most applicable to describing intellectual functioning in later life?

  a. Only the good die young. b. You can’t teach an old dog new tricks.
  c. Use it or lose it. d. Absence makes the heart grow fonder.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

118. Which is the best definition of wisdom?

  a. Expert knowledge in the fundamental pragmatics of life
  b. Superb habituation speed
  c. Scoring at least two standard deviations above the norm on an IQ test
  d. The ability to generate many novel but potentially impractical answers

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

119. Research on wisdom suggests that

  a. most adults are considered to possess wisdom.
  b. only adults with expertise or experience display wisdom.
  c. personality and intelligence have little to do with wisdom.
  d. age predicts wisdom.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

120. A study on the development of wisdom in young and elderly women by Staudinger, Smith, and Baltes (2001) found that

  a. wisdom is quite common in old age.
  b. expertise is a better predictor of wisdom than age.
  c. age predicts wisdom.
  d. life experiences have little to do with the expression of wisdom.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

121. The fact that the brain can be restructured in response to training exemplifies the concept of

  a. terminal drop. b. neuroplacticity.
  c. the secular trend. d. psychometrics.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

122. Peak levels of creativity tend to occur EARLIEST in individuals who are in the

  a. sciences. b. humanities.
  c. mathematics. d. arts.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.16 – 9.5. Summarize the research on creative endeavors during adulthood.

 

123. Creative achievement requires

  a. only enthusiasm. b. only experience.
  c. both enthusiasm and experience. d. neither enthusiasm nor experience.

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.16 – 9.5. Summarize the research on creative endeavors during adulthood.

 

124. Concerning creativity, ideation is to elaboration as

  a. doing is to seeing. b. generating is to executing.
  c. complex is to simple. d. arts are to sciences.

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.16 – 9.5. Summarize the research on creative endeavors during adulthood.

 

125. Research on aging and creativity has shown that older individuals are _____ than younger adults.

  a. less original and less productive with creative ideas
  b. as original and less productive with creative ideas
  c. original but more productive with creative ideas
  d. as productive but less original with creative ideas

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.16 – 9.5. Summarize the research on creative endeavors during adulthood.

 

126. Which factor best describes the Flynn effect?

  a. Changes in genes underlie changes in intellect.
  b. Most psychologists now accept the theory of “general mental ability.”
  c. Average IQ scores in the United States have risen dramatically over the past decades.
  d. Studies of adopted children have demonstrated a significant difference in IQ scores between infant males and infant females.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

127. The fact that adults born in the 1980s have higher adult IQs than adults born in the 1950s illustrates the _____ effect.

  a. cumulative-deficit b. Flynn
  c. intellectual disability d. terminal drop

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

128. Which factor has NOT been used to explain the Flynn effect?

  a. Better nutrition b. Smaller family size
  c. Better education d. Smaller gene pools

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

129. Which of the following is the strongest piece of evidence showing that genetic factors influence intelligence (as measured by IQ tests)?

  a. Identical twins reared apart are more alike than fraternal twins reared together.
  b. Fraternal twins reared together are more alike than identical twins reared apart.
  c. Fraternal twins reared together are more alike than fraternal twins reared apart.
  d. Identical twins reared apart are more alike than identical twins reared together.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

130. How many of the following four home situations (father is absent from family, mother has poor mental health, family has two or less children, head of household is unemployed) represent possible risk factors for negatively impacting a child’s IQ score?

  a. 1 b. 2
  c. 3 d. 4

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

131. A researcher is using a measure in which both the emotional and verbal responsiveness of a parent and the provision of appropriate play materials are being assessed. Given this description, the researcher appears to be using the

  a. Wechsler Intelligence Scale for Children. b. Stanford-Binet IQ Test.
  c. Bayley Scales of Infant Development. d. HOME inventory.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

132. Which “home environment” factor seems to be most important for the intellectual development of a child?

  a. Having several older siblings b. Having several younger siblings
  c. A permissive parenting style d. Parental involvement with the child

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

133. Which statement best describes the impact of genetics and environment on a child’s IQ?

  a. At age two, maternal IQ best predicts the IQ of a child; by age four, the impact of the quality of the home environment becomes as good a predictor as maternal IQ.
  b. At age two, the quality of the home environment best predicts the IQ of a child; by age four, maternal IQ becomes as good a predictor as the quality of the home environment.
  c. At age two, paternal IQ best predicts the IQ of a child; by age four, the impact of the quality of the home environment becomes as good a predictor as paternal IQ.
  d. At age two, of the quality of the home environment best predicts the IQ of a child; by age four, paternal IQ becomes as good a predictor as the quality of the home environment.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

134. Child poverty involves

  a. only low family income.
  b. only a lack of meeting a child’s needs.
  c. both low family income and a lack of meeting a child’s needs.
  d. neither low family income nor a lack of meeting a child’s needs.

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

135. Studies on _____ have shown that being in an impoverished environment has a direct impact on brain development.

  a. rats b. infants
  c. toddlers with Down syndrome d. older adults

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

136. Scarr and Weinberg’s research on social class and IQ showed that

  a. children from disadvantaged homes could raise their IQs if adopted into middle-class homes with intelligent adoptive parents.
  b. children from disadvantaged homes continue to show significant deficits in IQ even after being adopted into middle-class homes with intelligent adoptive parents.
  c. children from poor economic conditions do not differ significantly in IQ from children from average or above average economic conditions.
  d. improving the economic conditions of the home has no significant impact on children’s IQs because IQ is so strongly affected by genes.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

137. Research on race, ethnicity, and intelligence has shown that

  a. you cannot predict an individual’s IQ on the basis of their race or ethnic status.
  b. the gap between the IQ scores of European and African-American children has increased in the past few decades.
  c. different subcultures tend to show the same profile of mental abilities.
  d. Asian Americans tend to score lower on IQ tests than Hispanic Americans.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

138. The fact that IQ tests are more appropriate for Caucasian middle-class children than low-income African-American children provide an example of a(n) _____ bias in testing.

  a. genetic b. creativity
  c. cultural d. ideation

 

ANSWER:   c
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

139. A culture fair test is best defined as one that

  a. completely eliminates cultural bias from testing.
  b. can be administered to children from more than one culture.
  c. includes questions that are equally familiar or unfamiliar to children from all

cultures.

  d. includes questions about all cultures.

 

ANSWER:   c
DIFFICULTY:   Difficult
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

140. What has been shown to increase the IQ scores of disadvantaged children from minority racial and ethnic groups?

  a. Giving a test with only hard items
  b. Having an unfamiliar examiner
  c. Telling the child that the exam was not going to be scored
  d. Making sure they associate the test with “white” culture

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

141. The concept of stereotype threat is most often used to explain the lower IQ scores found in

  a. African Americans. b. the elderly.
  c. women. d. infants and toddlers.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

142. Which statement concerning racial and ethnic differences in IQ is FALSE?

  a. The fear of “stereotype threat” (i.e., being judged on qualities associated with negative stereotypes) can help explain why African Americans score lower on IQ tests.
  b. Stereotype threat appears to account for about 80 points of the gap between majority and non-majority students.
  c. Mentors tend to increase the level of stereotype threat in members of minority groups.
  d. Positive stereotypes about a group may increase test performance of that group.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

143. Research on genetics and intelligence test scores has shown that

  a. genetic factors can help partially explain between-group variation but not within-group variation.
  b. genetic factors can help partially explain within-group variation but not between-group variation.
  c. genetic factors can help partially explain between-group variation and within-group variation.
  d. genetic factors cannot help partially explain neither between-group variation or within-group variation.

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

144. Which environmental change is most likely to positively impact an African-American child’s IQ score?

  a. Having them reside in an understimulating home environment
  b. Exposing them to a “culture of tests and the school”
  c. Telling them to ignore the impact of poverty
  d. Offering more developmental programs in high school

 

ANSWER:   b
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

145. Intellectual disability is defined as

  a. significantly below-average IQ alone.
  b. significant deficits in adaptive behavior alone.
  c. significantly below-average IQ and deficits in adaptive behavior.
  d. significantly below-average IQ and deficits in adaptive behavior and above-average skills in at least one academic area.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

146. Eighteen-year-old Becker is accurately classified as being mildly intellectually disabled. Given this diagnosis, it is most likely that he

  a. is able to live and work independently and has no academic limitations.
  b. is able to live and work independently but has some academic limitations.
  c. needs constant supervision in order to work.
  d. is completely dependent on others for care.

 

ANSWER:   b
DIFFICULTY:   Difficult
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

147. A _____ disabled child will show major delays in all areas of development.

  a. mildly b. moderately
  c. severely d. profoundly

 

ANSWER:   d
DIFFICULTY:   Easy
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

148. Organic intellectual disability is the term given to intellectual disability caused by

  a. heredity, disease, or injury. b. lack of schooling.
  c. lack of intellectual stimulation. d. poor nutrition.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.20 – 9.7. Summarize the likely causes of intellectual disability and what efforts might help reduce rates of intellectual disability.

 

149. Reba has been accurately diagnosed as being affected by organic intellectual disability. Which statement about Reba would ALWAYS be true?

  a. Reba’s disability is due to some identifiable biological cause.
  b. Reba’s level of disability would be either severe or profound.
  c. Reba was raised in an understimulating environment.
  d. Reba has three 21st chromosomes.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.20 – 9.7. Summarize the likely causes of intellectual disability and what efforts might help reduce rates of intellectual disability.

 

150. Which statement about the classification of intellectual disabilities is true?

  a. About 10% of school-age children are classified as having an intellectual disability.
  b. The rate of children diagnosed with mild intellectual disabilities has increased dramatically in the past few decades.
  c. Parents seldom negatively react to a child’s disability.
  d. Children with intellectual disabilities often have associated impairments like cerebral palsy or a sensory disorder.

 

ANSWER:   d
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

151. A group of English individuals with intellectual disabilities who participated in a long-term study are referred to as the

  a. Camberwell Cohort. b. Termites.
  c. Gang of Six. d. Flynn Family.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

152. It was found that when they were in their 40s, _____ of the Camberwell Cohort lived with their families.

  a. 25% b. 50%
  c. 75% d. 100%

 

ANSWER:   a
DIFFICULTY:   Difficult
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

153. Results from the Camberwell Cohort study indicated that for adults diagnosed with intellectual disabilities in early life, the

  a. majority of symptoms disappeared by adolescence.
  b. original diagnosis had been change by middle age.
  c. overall quality of their lives was lower than that of non-impaired peers.
  d. level of impact on their lives was unrelated to the severity of the disability.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

154. Using today’s standards, how would Wendy be accurately classified as a “gifted” child?

  a. She only needs an IQ score of at least 160.
  b. She only needs to perform in the top 50% of her group on a given task.
  c. She needs a high IQ score and some special abilities.
  d. She needs a high IQ score or some special abilities.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.21 – 9.7. Explain the criteria used to identify someone as gifted.

 

155. The primary way gifted children can be identified at an early age is by their

  a. advanced language skills.
  b. good social interaction skills.
  c. high level of motor activity.
  d. lack of motivation to act due to a fear of perfectionism.

 

ANSWER:   a
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.21 – 9.7. Explain the criteria used to identify someone as gifted.

 

156. Researchers using the Characteristics of Giftedness Scale found that gifted children could be distinguished from average children in a number of ways including all of the following EXCEPT their

  a. extensive vocabularies. b. lack of concern about perfection.
  c. excellent sense of humor. d. strong ability with puzzles.

 

ANSWER:   b
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.21 – 9.7. Explain the criteria used to identify someone as gifted.

 

157. Which of the following accurately summarizes Terman’s famous longitudinal study of findings regarding gifted children (i.e., the “Termites”)?

  a. Gifted children are often emotionally immature and experience more frequent physical problems.
  b. Gifted children are not as well adjusted as their age-mates.
  c. Gifted children are well adjusted and morally mature.
  d. Gifted children are well adjusted but physically frail.

 

ANSWER:   c
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.22 – 9.7. Trace the likely developmental path of a gifted individual through the life span.

 

158. Which best described the average of Terman’s “Termites” when they reached adulthood?

  a. Healthy, happy, productive b. Healthy, unhappy, productive
  c. Unhealthy, happy, productive d. Healthy, happy, unproductive

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.22 – 9.7. Trace the likely developmental path of a gifted individual through the life span.

 

159. Which type of theorist would be most likely to describe intellectual development in terms of qualitative changes in thought with age (e.g., transformation from a caterpillar to a butterfly)?

  a. A Piagetian b. A Vygotskyian
  c. An information-processor d. A psychometrician

 

ANSWER:   a
DIFFICULTY:   Easy
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.23 – 9.7. Compare and contrast, integrating where possible, the various theoretical perspectives on cognitive development covered in Chapters 7, 8, and now 9.

 

160. The “g” in Spearman’s two-factor theory of intelligence stands for genius.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

161. Crystallized intelligence is the ability to use one’s mind actively to solve novel problems.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

162. IQ = CA/MA*100.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

163. If a set of data is normally distributed, the number of individuals scoring low, moderate, and high is identical.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

164. Gardner’s list of multiple intelligences included both musical intelligence and artistic intelligence.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

165. Sternberg’s practical component defines intelligence differently depending on the sociocultural context in which it is displayed.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

166. According to Sternberg, an individual high in successful intelligence is strong in practical, creative, and analytical areas.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

167. Convergent thinking involves finding the one “best answer” to a problem.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

168. Ideational fluency is measured by the shear number of different answers an individual can generate.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

169. The Bayley DQ score does a good job of predicting later school grades.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

170. Children whose IQ scores fluctuate tend to come from unstable home environments.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

171. IQ scores in high school are very good predictors of college grades.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.11 – 9.4. Explain how IQ scores relate to school achievement.

 

172. The average IQ of workers increases as the prestige of the occupation increases.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Easy
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

173. Most adults suffer drastic declines in mental abilities and IQ between age 40 and 50.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

174. Very few older adults develop wisdom.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

175. In the field of psychology, as in many fields, creative production tends to peak in the mid 50s.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.16 – 9.5. Summarize the research on creative endeavors during adulthood.

 

176. The Flynn effect states that racial differences in IQ scores are likely due to genetic differences.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

177. A stimulating home environment is one of the best predictors of a child having a high IQ.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.17 – 9.6. Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities.

 

178. Organic-based intellectual disabilities may be the result of a genetic disorder or maternal alcohol consumption.

  a. True
  b. False

 

ANSWER:   True
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

179. Gifted children tend to be significantly less well-adjusted than children of average intelligence.

  a. True
  b. False

 

ANSWER:   False
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.22 – 9.7. Trace the likely developmental path of a gifted individual through the life span.

 

180. According to Horn and Cattell, _____ intelligence involves the use of knowledge acquired through life experience.

ANSWER:   crystallized
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

181. According to Horn and Cattell, _____ intelligence is the ability to use your active mind to solve novel problems.

ANSWER:   fluid
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

182. The formula for calculating an IQ score is _____ x 100.

ANSWER:   MA/CA
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

183. The bell-shaped symmetrical spread of scores associated with the Stanford-Binet Scale is called a(n) _____ distribution.

ANSWER:   normal
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.

 

184. Gardner would describe a person with a great understanding of his or her own inner feelings as having a high level of _____ intelligence.

ANSWER:   intrapersonal
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

185. Gardner would describe a person with great social skills and sensitivity as having a high level of _____ intelligence.

ANSWER:   interpersonal
DIFFICULTY:   Difficult
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

186. An individual who is otherwise intellectually disabled yet displays exceptional ability in one area is classified as having _____ syndrome.

ANSWER:   savant
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

187. Stenberg’s _____ component focuses on the information-processing skills that are assessed by traditional intelligence tests.

ANSWER:   analytic
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

188. Sternberg has recently begun to focus on the aspect of intellect that allows someone to succeed in life using the term _____ intelligence.

ANSWER:   successful
DIFFICULTY:   Easy
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

189. _____ thinking involves generating a variety of solutions when there is no one correct answer to a problem.

ANSWER:   Divergent
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

190. _____ thinking involves generating the single best answer to a problem.

ANSWER:   Convergent
DIFFICULTY:   Moderate
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

191. The Bayley Scales of Infant Development test generates a(n) _____ quotient score.

ANSWER:   developmental
DIFFICULTY:   Moderate
REFERENCES:   9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

192. The fact that negative environmental effects can accumulate over time and can result in losses in IQ is called the _____ hypothesis.

ANSWER:   cumulative-deficit
DIFFICULTY:   Difficult
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

193. The rapid decline in intellectual abilities that occurs in the years preceding death is referred to as the _____ drop.

ANSWER:   terminal
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.14 – 9.5. Explain how intelligence might be expected to change over adulthood.

 

194. The highest level of thought defined as a constellation of rich factual knowledge about life combined with procedural knowledge that permits one to offer exceptional insight or judgment about complex matters is referred to as _____.

ANSWER:   wisdom
DIFFICULTY:   Moderate
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

195. A phenomenon called the _____ effect is concerned with the fact that the average IQ of children appears to climb about three to four points each decade.

ANSWER:   Flynn
DIFFICULTY:   Moderate
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

196. A test question that is appropriate for one ethnic group but inappropriate for another is said to contribute to _____ bias in testing.

ANSWER:   culture
DIFFICULTY:   Easy
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

197. IQ test performance of African-American children may be negatively impacted by the fear that they will be judged to have qualities associated with negative stereotypes of African Americans in a process called stereotype _____.

ANSWER:   threat
DIFFICULTY:   Moderate
REFERENCES:   9.6 Factors That Influence IQ Scores Over the Life Span
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.6.18 – 9.6. Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways.

 

198. What was for decades referred to as mental retardation is now referred to as intellectual _____.

ANSWER:   disability
DIFFICULTY:   Moderate
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.

 

199. _____ involves having either a high IQ or showing some special ability in some area valued by a society.

ANSWER:   Giftedness
DIFFICULTY:   Easy
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.21 – 9.7. Explain the criteria used to identify someone as gifted.

 

200. What is the psychometric approach to intelligence, and how do the Spearman and Cattell & Horn models reflect this approach?

ANSWER:   Answer not provided
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.1 – 9.1. State how intelligence and creativity are typically defined.

 

201. How do the Stanford-Binet, Wechsler Scales, and the Bayley Scales of Infant Development differ in the way each reports a person’s level of intelligence?

ANSWER:   Answer not provided
REFERENCES:   9.1 Defining Intelligence and Creativity
9.2 The Infant
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.2 – 9.1. Analyze the accuracy and usefulness of traditional IQ tests.
LSHD.SIGE.14.9.2.5 – 9.2. Name and describe methods of assessing infant intelligence.

 

202. To what extent are IQ scores stable during childhood? What factors influence whether IQ scores stay the same or change?

ANSWER:   Answer not provided
REFERENCES:   9.3 The Child
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.3.7 – 9.3. Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same.

 

203. How would you go about fostering creativity in a teenager?

ANSWER:   Answer not provided
REFERENCES:   9.5 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.12 – 9.4. Discuss how schools and parents can foster creativity during adolescence.

 

204. How is IQ related to occupational success and health in adulthood?

ANSWER:   Answer not provided
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.13 – 9.5. Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults.

 

205. What factors contribute to the development of wisdom and creativity in adulthood?

ANSWER:   Answer not provided
REFERENCES:   9.5 The Adult
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.5.15 – 9.5. Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom.

 

206. What is the Flynn effect and how can it be used to support of refute the impact of genes and the environment on intelligence?

ANSWER:   Answer not provided
REFERENCES:   9.4 The Adolescent
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.4.10 – 9.4. Describe the Flynn Effect and what factors might account for this finding.

 

207. Describe Howard Gardner’s conceptualization of intelligence.

ANSWER:   Answer not provided
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

208. Describe the three components of Sternberg’s triarchic theory of intelligence. Then discuss the fourth element (a type of intelligence) that he added in recent years.

ANSWER:   Answer not provided
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.3 – 9.1. Explain the most prominent theories of intelligence.

 

209. How are giftedness and intellectual disability defined? What is that predicted outcome for a child identified in either of these categories?

ANSWER:   Answer not provided
REFERENCES:   9.7 The Extremes of Intelligence
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.7.19 – 9.7. Distinguish among different levels of intellectual disability.
LSHD.SIGE.14.9.7.21 – 9.7. Explain the criteria used to identify someone as gifted.

 

210. What are the strengths and weaknesses of Gardner’s and Sternberg’s theories?  What shortcomings in earlier theories does Sternberg’s idea of successful intelligence address?

ANSWER:   Answer not provided
REFERENCES:   9.1 Defining Intelligence and Creativity
LEARNING OBJECTIVES:   LSHD.SIGE.14.9.1.4 – 9.1. Evaluate the strengths and weaknesses of the theories of intelligence.

 

 

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