Exam (elaborations)
Chapter 8 Intelligence
- Course
- Lifespan Development
- Institution
- Texarkana State University
Chapter 8 Intelligence
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8Student:
1. Which of the following statements is NOT correct according to the textbook?
A. Intelligence is the ability to solve problems.
B. Intelligence includes creativity and interpersonal skills.
C. Intelligence is the capacity to adapt and learn from experience.
D. Intelligence can be measured directly, similar to measuring height or age.
2. The term individual differences, as discussed in the text, refers to
A. differences among individuals that change over time.
B. the relative strengths and weaknesses within an individual.
C. day-to-day changes in an individual's knowledge and skills.
D. differences among individuals that are stable over time.
3. Who proposed that practical knowledge should be considered part of intelligence?
A. Robert Sternberg
B. Alfred Binet
C. David Weschsler
D. Lev Vygotsky
4. Who would support the notion that intelligence involves using the tools of the culture, with help from
mentors?
A. Robert Sternberg
B. Alfred Binet
C. David Weschsler
D. Lev Vygotsky
5. The French Ministry of Education asked Alfred Binet to create a method to determine which students
A. would not profit from typical school instruction.
B. should be placed in advanced courses.
C. should be placed in residential facilities for the mentally retarded.
D. would benefit from job apprenticeships.
6. Who developed the concept of mental age?
A. Lev Vygotsky
B. David Wechsler
C. Alfred Binet
D. Robert Sternberg
7. A bright child's age is considerably above his or her age.
A. academic; social
B. social; academic
C. mental; chronological
D. chronological age; mental
8. Who coined the term "intelligence quotient"?
A. Alfred Binet
B. Robert Sternberg
C. William Stern
D. David Wechsler
,9. What was the original numerical formula of an intelligence quotient?
A. chronological age divided by mental age multiplied by 100
B. mental age divided by chronological age multiplied by 100
C. chronological age multiplied by 100
D. mental age divided by chronological age
10. What are the content areas of the current Stanford-Binet intelligence test?
A. mental age and chronological age
B. verbal IQ, performance IQ, and full-scale IQ
C. musical aptitude, numerical ability, and visual-perceptual skill
D. fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory
11. The Stanford-Binet intelligence test has been shown to produce scores that approximate a normal
distribution. This means that most test-takers score
A. in the extreme high end of the range of possible scores.
B. in the middle of the range of possible scores.
C. in the extreme low end of the range of possible scores.
D. better on nonverbal responses than verbal responses.
12. Who developed the WISC, WAIS, and WWPSI intelligence tests?
A. David Wechsler
B. Alfred Binet
C. Robert Sternberg
D. William Stern
13. A person's IQ, as measured on one of the Wechsler scales, is
A. a combination of scores for verbal and nonverbal subscales.
B. primarily a measure of one's mathematical ability.
C. primarily a measure of one’s processing speed.
D. primarily a measure of one’s working memory.
14. The effectiveness of a psychological test primarily depends on the
A. age of the examinee.
B. testing conditions.
C. knowledge, skill, and integrity of the examiner.
D. anxiety level of the examiner.
15. Which of the following is true of the predictive validity of intelligence tests?
A. Scores are inversely correlated with work performance.
B. Scores do not correlate with the number of years of education the individual will obtain.
C. Scores do not correlate with academic achievement even at the time of testing.
D. Scores correlate with school grades and achievement test performance at the time of testing and years
later.
16. IQ scores should be considered with caution because
A. it is easy for examinees to cheat on these tests.
B. IQ scores are not correlated with academic achievement.
C. IQ scores are not correlated with job success.
D. scores can lead to false expectations and generalizations.
,17. Mr. Nanchet supervises a Future Business Leaders of America club and admits only those who score in
the top 15 percent on an intelligence test because he feels that these students have the most potential to
enter successful business careers. This use of an intelligence test is
A. appropriate because those with high scores are more likely to succeed in their future careers.
B. inappropriate because high scores are only moderately correlated with future job prestige and work
performance.
C appropriate because the careers of those with lower scores will not benefit from the additional
. education and experience this type of club will offer.
Dinappropriate because the test predicts that those who scored in the higher 50 percent will outperform
. those who scored in the lower 50 percent in their future careers.
18. Mary Ann scored a little above average on a general IQ test. She is a highly motivated, hardworking
college graduate. Her performance in the workplace most likely will be
A. successful, because a range of factors predicts the majority of job success, including motivation and
education.
B. a little above average, as predicted by her average IQ test results.
C. well above average, because job performance is not related to IQ scores, but rather is determined only
by motivation.
D. disappointing, because her average intelligence will undermine her enthusiasm.
19. To be effective, IQ scores should be
A. confirmed accurate by having an independent observer present during test administration.
B. considered as just one of several aspects of evaluation in conjunction with other information about the
individual.
C. considered as the sole determining factor in evaluating a person’s fit in education.
D. taken from multiple tests, and the average score should be used.
20. Who proposed the triarchic theory of intelligence?
A. Robert Sternberg
B. David Wechsler
C. Alfred Binet
D. William Stern
21. anisha scores high on traditional intelligence tests due to her strong memory, decision-making skills, and
abilities to compare and contrast different things. Which Sternberg area is a strength for her?
A. creative
B. analytical
C. practical
D. verbal
22. Which of the following consists of the three different types of intelligence in Sternberg's Triarchic
theory?
A. verbal, nonverbal, and practical
B. analytical, creative, and practical
C. verbal, mathematical, and interpersonal
D. emotional, cognitive, and linguistic
23. Eman's test scores are not high, but he thinks in unique, insightful ways, often challenging the teachers’
standard answers. Which Sternberg area is a strength for him?
A. creative
B. analytical
C. practical
D. verbal
24. Sternberg and Gardner's philosophies are similar in that they consider intelligence to be
A. biologically determined.
B. nonverbal.
C. multiple-factored.
D. based on one general mental ability.
, 25. According to Sternberg, students with which of the following abilities tend to be favored in conventional
schools?
A. practical
B. creative
C. analytical
D. emotional
26. Russell's test scores are low, but he quickly grasps real-life problems and could be called "street smart."
Which Sternberg area is a strength for him?
A. creative
B. analytical
C. practical
D. verbal
27. Which statement MOST closely matches Gardner's theory of intelligence?
A. Humans have an overall intelligence that is a combination of several factors connected and correlated
with one another.
B. Humans have multiple intelligences, only some of which are measured by IQ tests.
C Humans have multiple intelligences, and the level of one intelligence can predict the levels of other
. intelligences of the same person.
DIf one has developed a good brain, that person’s multiple intelligences would all perform at a higher
. level than those whose brain is not so well developed.
28. Someone who suffers localized brain damage may lose certain cognitive abilities while retaining
functions in other cognitive domains. This supports Gardner's contention that
A. people have multiple intelligences.
B. intelligence is a unified cognitive entity.
C. some intelligences are determined by biological factors, while other intelligences are determined by
environmental factors.
D. there are three types of intelligence, supporting his triarchic theory of intelligence.
29. Ms. Foyle believes in Gardner’s multiple intelligence theory and employs it in her classroom because she
believes that by exploring all the different cognitive domains
A. each child will be able to develop all the different intelligences fully and equally.
B. each child will be able to bring up all the different intelligences to the same level as other children.
C. children prefer to discover these intelligences they are not good at and improve their weaknesses.
D. children will be able to discover relative strengths and find something at which they excel.
30. Gemmy is a journalist and has just published her first novel. According to Gardner, she most likely has
good intelligence.
A. spatial
B. intrapersonal
C. verbal
D. interpersonal
31. Snea works as an engineer and her brother is an accountant. According to Gardner, they are both most
likely strong in intelligence.
A. spatial
B. mathematical
C. verbal
D. interpersonal
32. Gardner's concepts of intelligence are most closely related to the traditional IQ test.
A. spatial and verbal
B. musical and spatial
C. verbal and bodily kinesthetic
D. interpersonal and intrapersonal
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