Ch. 8 test questions

1. A general term referring to the ability or abilities involved in learning and adaptive behavior is ______.

a. intelligence c. achievement

b. aptitude d. training

a. intelligence

2. ______ refers to a person’s general intellectual ability.

a. Intelligence c. Skill

b. Aptitude d. Talent

a. intelligence

3. A skill which people actually have and for which they need no additional training is a(n) ______.
a. aptitude c. ability

b. proclivity d. predisposition

c. ability

4. A potential skill which, although not currently apparent, will develop easily and to high levels of achievement with training, is called a(n) ______.
a. aptitude c. ability

b. talent d. mental set

a. aptitude

5. Tests designed to measure a person’s mental abilities are called ______ tests.
a. aptitude c. intelligence

b. projective d. apperception

c. intelligence

6. Tests designed to predict a person’s future achievement in a specific area are called ______ tests.
a. aptitude c. intelligence

b. actuarial d. apperception

a. aptitude

7. An aptitude is a(n) ______.
a. actual ability c. biased mental set

b. potential ability d. previously trained skill

b. potential ability

***8. According to Sternberg’s research, which of the following is NOT a factor that most experts feel is an important part of intelligence?
a. verbal intelligence c. practical intelligence

b. social competence d. problem-solving ability

b. social competence

***9. Which of the following is NOT a factor that most laypersons feel is an important part of intelligence?
a. social competence c. verbal intelligence
b. practical problem-solving ability d. creativity

d. creativity

10. The concept of generalized intelligence is largely based on the theories of ______.
a. Thurstone c. Spearman

b. Gardner d. Simon

c. Spearman

***11. Spearman believed that ______.
a. people who are intelligent in math are often not intelligent in verbal skills

b. people who are intelligent in one area are usually intelligent in other areas too

c. people exhibit specific and varied degrees of intelligence in different areas

d. intelligence and creativity seldom go together

b. people who are intelligent in one area are usually intelligent in other areas too

12. Spearman saw intelligence as ______.

a. made up of dozens of highly specific and separate skills and abilities
b. a collection of learned abilities
c. a single, general ability
d. nonexistent

c. a single, general ability

13. Thurstone’s definition of intelligence includes ______.
a. fluid general ability c. seven distinct mental abilities
b. s factors d. operations, contents, and products

c. seven distinct mental abilities

14. Thurstone believed that ______.
a. people who are intelligent in one area are usually intelligent in other areas
b. intelligence and creativity seldom go together
c. intelligence and creativity usually go together
d. specific mental abilities are relatively independent of each other

d. specific mental abilities are relatively independent of each other

15. Spearman believed that specific mental abilities are ______ each other, and Thurstone believed that they are ______ each other.
a. dependent on; dependent on
b. dependent on; relatively independent of
c. relatively independent of; dependent on
d. relatively independent of; relatively independent of

b. dependent on; relatively independent of

16. Thurstone proposed ______ distinct mental abilities.
a. three c. seven
b. five d. nine

c. seven

17. The theory that there are seven distinct mental abilities was proposed by ______.
a. Spearman c. Sternberg
b. Cattell d. Thurstone

d. Thurstone

18. Which of the following is NOT one of the seven distinct mental abilities proposed by Thurstone?
a. memory c. operations
b. word fluency d. perceptual speed

c. operations

19. Which of the following is NOT one of the seven primary mental abilities proposed by Thurstone?
a. convergent logic c. numerical ability
b. perceptual speed d. spatial ability

a. convergent logic

20. Roberta is interested in both art and business, but after 2 years of college she realizes she must make a choice. She visits a vocational counselor and is given a psychological test. She scores markedly higher in the reasoning ability and verbal meaning sections than on the spatial ability section. The counselor suggests that Roberta go into business rather than art. This type of test is based on the views of ______.
a. Cattell c. Thurstone
b. Tryon d. Guilford

c. Thurstone

21. According to Cattell, there are ______ clusters of mental abilities.
a. 2 c. 20
b. 12 d. 120

a. 2

22. Cattell divided components of intelligence into two clusters, which he called ______ intelligence and ______ intelligence.
a. crystallized; verbal c. perceptual; fluid
b. crystallized; fluid d. perceptual; verbal

b. crystallized; fluid

***23. The concept of crystallized intelligence includes the kinds of abilities that are ______.
a. important in perception c. rooted in practical matters
b. stressed in school d. seldom affected by education

b. stressed in school

24. The concept of fluid intelligence includes the kinds of abilities that are ______.
a. improved by experience c. important in complex thought
b. social in nature d. seldom affected by education

d. seldom affected by education

25. According to Cattell, ______ greatly affected by experience and formal education.
a. neither fluid nor crystallized intelligence are
b. fluid intelligence, but not crystallized intelligence, is
c. crystallized intelligence, but not fluid intelligence, is
d. both fluid and crystallized intelligence are

c. crystallized intelligence, but not fluid intelligence is

26. The psychologist who proposed just two clusters of mental abilities, fluid and crystallized intelligence, is ______.
a. Cattell c. Thurstone
b. Spearman d. Sternberg

a. Cattell

***27. Ledell takes an IQ test at his school. The test forces him to use reasoning, verbal, and numeric skills. This test is probably measuring ______.
a. perceptual intelligence c. innate intelligence
b. fluid intelligence d. crystallized intelligence

d. crystallized intelligence

***28. Lorraine takes an IQ test at her school. The test is designed to test spatial and visual imagery skills, rote memory, and the ability to notice visual details. The test is probably measuring ______.
a. perceptual intelligence c. innate intelligence
b. fluid intelligence d. crystallized intelligence

b. fluid intelligence test

29. Crystallized intelligence is a measure of ______.
a. long-term and short-term memory
b. spatial and visual imagery, and rote memory
c. verbal and numeric skills
d. physical and mechanical abilities

c. verbal and numeric skills

30. Fluid intelligence is a measure of ______.
a. long-term and short-term memory
b. spatial and visual imagery, and rote memory
c. verbal and numeric skills
d. physical and mechanical abilities

b. spatial and visual imagery, and rote memory

31. ______ proposed a triarchic theory of intelligence.
a. Gardner c. Cattell
b. Sternberg d. Spearman

b. Sternberg

32. Which of the following is NOT one of the three areas of intelligence described by Sternberg?
a. analytical c. creative
b. exponential d. practical

b. exponential

33. According to Sternberg, the ability to acquire new knowledge and solve problems effectively is ______ intelligence.
a. analytical c. creative
b. exponential d. practical

a. analytical

34. According to Sternberg, the ability to adjust to new tasks, use new concepts, gain insight, and combine information in novel ways is ______ intelligence.
a. analytical c. creative
b. exponential d. practical

c. creative

35. According to Sternberg, the ability to select contexts in which you excel, to shape the environment to fit your strengths, seek out situations that match your skills, and know when to change situations to better fit your talents is ______ intelligence.
a. analytical c. creative
b. exponential d. practical

d. practical

***36. Barbara does not do very well on IQ tests or in school. Yet she picks up new skills quite quickly, solves problems effectively, and carries out her assigned tasks efficiently. Her intellectual strengths appear to be ______.
a. analytical c. creative
b. exponential d. practical

a. analytical

***37. Barbara does not do very well on IQ tests and does only mediocre work in school. However, she is quite flexible and adapts to new work environments creatively. Her flexibility allows her to respond quickly and accurately to new situations. Her intellectual strengths appear to be ______.
a. analytical c. creative
b. exponential d. practical

c. creative

***38. Barbara always seems to excel at whatever she does. While she was only an average student and did poorly on most aptitude and IQ tests, she has an ability to find jobs and challenges that allow her to use her strengths and avoid her weaknesses. When necessary, she excels at finding ways of shaping her job duties to better fit her abilities. Her intellectual strengths appear to be ______.
a. analytical c. creative
b. exponential d. practical

d. practical

39. The theory of multiple intelligences was proposed by ______.
a. Spearman c. Gardner
b. Thurstone d. Sternberg

c. Gardner

40. Gardner and his associates are known for proposing ______.
a. the generalized theory of intelligence
b. the triarchic theory of intelligence
c. the theory of multiple intelligences
d. the theory of five operations

c. the theory of multiple intelligences

41. In its emphasis on intelligence being comprised of many separate abilities, Gardner’s theory of intelligence most closely matches ______ theory of intelligence.
a. Thurstone’s c. Cattell’s
b. Spearman’s d. Simon’s

a. Thurstone’s

42. The theory of multiple intelligences divides intelligence into ______ independent abilities.
a. two c. six
b. four d. eight

c. six

43. Which of the following is NOT one of the types of intelligence described in the theory of multiple intelligences?
a. practical intelligence c. linguistic intelligence
b. interpersonal intelligence d. spatial intelligence

a. practical intelligence

44. Gardner’s approach to intelligence has become quite influential because it emphasizes ______.
a. school-type skills
b. the unique abilities of each individual
c. underlying generalized intelligence
d. the common skills that most people possess in reasonable amounts

b. the unique abilities of each individual

45. The person who proposed the theory of emotional intelligence is ______.
a. Sternberg c. Cattell
b. Gardner d. Goleman

d. Goleman

46. A form of intelligence that refers to how effectively people perceive and understand their own feelings and the feelings of others, is ______ intelligence.
a. crystallized c. emotional
b. fluid d. bodily-kinesthetic

c. emotional

47. Emotional intelligence is made up of ______ traits.
a. 3 c. 7
b. 5 d. 9

b. 5

48. Which of the following is NOT one of the traits that comprise emotional intelligence?
a. managing one’s emotions c. managing relationships
b. managing others’ emotions d. using emotions to motivate oneself

b. managing others’ emotions

49. The psychologist who had the simplest view of intelligence was ______.
a. Sternberg c. Thurstone
b. Cattell d. Spearman

d. Spearman

50. The two most influential contemporary intelligence theorists are ______.
a. Cattell and Thurstone c. Sternberg and Gardner
b. Cattell and Gardner d. Thurstone and Sternberg

c. Sternberg and Gardner

51. The first test of intelligence was the ______.
a. Stanford-Binet scale c. WISC-III
b. Binet-Simon scale d. WAIS-III

b. Binet-Simon scale

52. Alfred Binet designed the first ______ test.
a. aptitude c. perception
b. performance-based d. intelligence

d. intelligence

53. Alfred Binet introduced the concept of ______.
a. IQ c. mental age
b. basal age d. content validity

c. mental age

***54. The Binet-Simon scale was originally developed to ______.
a. identify gifted children
b. identify children who might have difficulty in school
c. measure the intelligence of normal children
d. measure scholastic achievement

b. identify children who might have difficulty in school

55. In Binet’s terminology, a child who scores as well as an average 4-year-old has ______ of 4.
a. an IQ c. a mental age
b. a genial age d. a basal age

c. mental age

56. Becky is 10 years old. On the Binet-Simon scale she scores as well as an average 12-year-old. Her mental age is ______.
a. 2 c. 12
b. 10 d. 14

c. 12

57. The best known adaptation of the Binet-Simon Scale is the ______ scale.
a. Binet-Terman c. WAIS
b. Stanford-Binet d. WISC

b. Stanford-Binet

58. Terman introduced the concept of ______.
a. IQ c. basal age
b. mental age d. content validity

a. IQ

59. A numerical value given to intelligence that is determined from the scores of an intelligence test and based on a score of 100 for average intelligence is ______.
a. basal ability c. aptitude
b. mental age d. IQ

d. IQ

60. Terman established the IQ score of ______ for a person of average intelligence.
a. 50 c. 150
b. 100 d. 200

b. 100

61. The current version of the Stanford-Binet Intelligence Scale measures ______ kinds of mental abilities.
a. two c. seven
b. four d. fifteen

b. four

62. Which of the following is NOT one of the types of mental abilities measured by the current version of the Stanford-Binet test?
a. verbal reasoning c. quantitative reasoning
b. abstract/visual reasoning d. long-term memory

d. long-term memory

63. Each of the following is true of the Stanford-Binet EXCEPT ______.
a. test items vary according to the person’s age
b. it is given individually by a trained examiner
c. it measures several components of intelligence
d. it is best suited for adults and older people

d. it is best suited for adults and older people

64. The Stanford-Binet test is administered ______.
a. by passing it out to a roomful of students
b. by having students complete it at home
c. individually by trained examiners
d. in teams of 3 to 4 examiners per groups of 10 to 15 students

c. individually by trained examiners

65. For the purposes of scoring the Stanford-Binet scale, the subject’s basal age is first established at ______.
a. the subject’s chronological age
b. the level of the first test a subject fails
c. the level of the first test a subject passes
d. the subject’s mental age

c. the level of the first test a subject passes

66. The level of the first test a person passes on the Stanford-Binet scale is that person’s ______ age.
a. basal c. product
b. mental d. cognate

a. basal

***67. The process of adding basal age credits for each test passed above the basal age level in the Stanford-Binet scale produces a person’s ______.
a. IQ c. g-factor
b. mental age d. fluid intelligence

b. mental age

***68. Brian is in second grade. He has not been doing well in school. His teacher wants to determine whether Brian is not paying attention or cannot do the work and schedules Brian for psychological testing. Which of the following tests should be administered to Brian?
a. WAIS-III c. Bayley Scales
b. Stanford-Binet d. Progressive Matrices

b. Stanford-Binet

***69. Michael, who is in the second grade, often seems bored in school. His teacher frequently finds him daydreaming but points out that although Michael is often inattentive and poor at schoolwork, he sometimes shows a spark of creativity. She suggests that Michael’s academic competence be assessed by a psychologist. Which test should Michael be given?
a. WAIS-III c. Bayley Scales
b. Stanford-Binet d. Progressive Matrices

b. Stanford-Binet

70. Which of the following groups of people is the Stanford-Binet LEAST suited for?
a. children c. young adults
b. adolescents d. older adults

d. older adults

71. The individual test most often given to adults is ______.
a. the WAIS-III c. the Stanford-Binet
b. the WISC-III d. the MMPI

a. the WAIS-III

***72. Which of the following is measured by the WAIS-III but not by the Stanford-Binet scale?
a. verbal skills c. integration skills
b. perceptual skills d. performance skills

d. performance skills

73. Wechsler hypothesized that adult intelligence ______.
a. consists of the ability to solve problems
b. consists solely of the ability to handle the environment
c. consists more of the ability to solve problems than of the ability to handle the environment
d. consists more of the ability to handle life situations than of skill in solving verbal and abstract problems

d. consists more of the ability to handle life situations than the skill in solving verbal and abstract problems

74. Robert is applying for a job as a legal secretary. In addition to testing his secretarial skills, the law firm is most likely to test his general intelligence by administering ______.
a. the WAIS-III c. the Stanford-Binet
b. the WISC-III d. the Binet-Simon

a. the WAIS-III

75. Wechsler’s chief innovation was in ______.
a. imposing time limits
b. clarifying the instructions to the test
c. scoring
d. developing a test aimed specifically at adults

c. scoring

76. Avery has little formal education but would like to go to college. Before he makes a decision on attempting college, he would like to find out what his intellectual ability is. The BEST test to help him do this is the ______.
a. WAIS-III c. Stanford-Binet
b. WISC-III d. MMPI

a. WAIS-III

77. On the WAIS-III, complex answers ______.
a. can earn the subject extra points
b. are never required
c. detract from the subject’s overall score
d. have no effect on the subject’s score

a. can earn the subject extra points

78. Each of the following is true of the WAIS-III EXCEPT ______.
a. it offers separate verbal and performance scores, as well as an overall IQ score
b. on some items, extra points can be earned depending on the complexity of one’s answers
c. it can be effectively administered to large groups of students at one time and can be quickly and cheaply scored by computer
d. on some questions, both speed and accuracy affect the score

c. it can be effectively administered to large groups of students at one time and can be quickly and cheaply scored by computer

***79. John is applying for a job as an investment counselor with a large firm. In addition to testing his knowledge of investment and finance, the investment firm attempts to test his intelligence. They are MOST likely to administer the ______.
a. WAIS-III c. Binet-Simon
b. WISC-III d. Stanford-Binet

a. WAIS-III

80. Which of the following intelligence tests was designed primarily for use with adults?
a. the WAIS-III c. the Binet Simon
b. the WISC-III d. the Stanford-Binet

a. the WAIS-III

81. The WISC was developed primarily for use with ______.
a. infants and preschoolers c. adolescents and young adults
b. school-age children d. middle-aged and older adults

b. school-age children

***82. Which of the following is an advantage of individual tests over group tests?
a. They save time.
b. They eliminate examiner bias.
c. They provide a more realistic assessment of emotionally disturbed children.
d. They save money.

c. They provide a more realistic assessment of emotionally disturbed children.

83. Which of the following is NOT an advantage of group tests over individual tests?
a. They save time.
b. They eliminate examiner bias.
c. They are better at identifying test errors that result from subject confusion or illness.
d. Norms are easier to establish.

c. They are better at identifying test errors that result from subject confusion or illness

84. Tests that minimize or eliminate the use of words are ______.
a. IQ tests c. performance tests
b. aptitude tests d. achievement tests

c. performance tests

85. The Sequin Form Board is an example of ______.
a. a culture-fair test c. an achievement test
b. a performance test d. a verbal aptitude test

b. a performance test

86. The Sequin Form Board is essentially ______.
a. verbal dependent c. for minorities
b. a group test d. a puzzle

d. a puzzle

87. The Sequin Form Board was designed to test people with ______.
a. mental retardation c. spatial ability problems
b. dyslexia d. giftedness

a. mental retardation

***88. Charlene is deaf. Before placing her in a special school for deaf children her parents need to know what her intellectual abilities are. Which of the following tests should be given to her?
a. Stanford-Binet c. Porteus Maze
b. WISC-III d. Binet-Simon

c. Porteus Maze

***89. Alvin and Martha Smith are worried. Martha had several complications during her pregnancy and now their two-year-old, Jamie, is showing signs of some neurological and sensory defects. Which of the following tests should be administered to test for these defects?
a. Bayley Scales c. Progressive Matrices
b. Porteus Maze d. WISC-III

a. Bayley Scales

90. ______ is/are used to evaluate the developmental skills of children from ages two months to three and one-half years of age.
a. The Porteus Maze c. The Bayley Scales
b. The Cattell Test d. The Sequin Form Board

c. The Bayley Scales

91. The Bayley Scales will detect ______.
a. sensory and neurological defects
b. tendencies toward creativity
c. sensitivity to enhanced environmental stimulation
d. tendencies toward enhanced fluid intelligence

a. sensory and neurological defects

92. Which of the following is NOT one of the three scales in the Bayley Scales of Infant development?
a. perception, memory and verbal development
b. sitting, standing, walking, and manual dexterity
c. creativity and abstract thinking development
d. emotional, social, and personality development

c. creativity and abstract thinking development

93. The Bayley scales can detect each of the following EXCEPT ______.
a. deficits in crystallized and fluid intelligence
b. early signs of sensory and neurological deficits
c. emotional difficulties
d. troubles in a child’s home environment

a. deficits in crystallized and fluid intelligences

***94. Performance tests and culture-fair tests are similar in that they ______.
a. focus on linguistic abilities
b. are exclusively group tests
c. minimize or eliminate the use of words
d. focus only on mathematical and abstraction skills

c. minimize or eliminate the use of words

95. Culture-fair tests attempt to measure ______.
a. the intelligence of people coming from outside the culture in which the test was devised
b. the intelligence of people coming from inside the culture in which the test was devised
c. cultural background
d. the effects of culture on people’s intellectual and creative skills

a. the intelligence of people coming from outside the culture in which the test was devised

96. Which of the following is an example of a culture-fair test for adults?
a. Stanford-Binet c. Goodenough-Harris
b. Bayley Scales d. WAIS-III

c. Goodenough-Harris

97. Which of the following is a desirable characteristic of culture-fair tests?
a. They should minimize or eliminate the use of language.
b. They should not attempt to measure intelligence.
c. They should be composed of items that vary from culture to culture.
d. They should measure values based on a person’s cultural background.

a. They should minimize or eliminate the use of language

***98. Kerstin is 8 years old and has just emigrated to America from Sweden. She is placed in a third-grade class, but she does not do well. Her teacher sends her to the school psychologist for intelligence testing. Noting that Kerstin does not speak English very well, the psychologist chooses a culture-fair test and administers the ______.
a. Stanford-Binet c. Goodenough-Harris
b. WAIS-III d. MMPI

c. Goodenough-Harris

99. Domingo is 13 years old and has just emigrated with his family from Colombia to America. Because he speaks little English, his parents will be sending him to a bilingual school in New York City. School officials must assess his intelligence in order to place him in the correct grade. Which of the following tests should be given to him?
a. Stanford-Binet c. Progressive Matrices
b. WAIS-III d. MMPI

c. Progressive Matrices

100. The culture-fair test that combines some questions that demand verbal comprehension and specific cultural knowledge with other culture-fair questions, and compares scores on the two kinds of questions so that cultural factors can be isolated from general intelligence is the ______.
a. Goodenough-Harris c. Bayley Scales
b. Progressive Matrices d. Culture-Fair Intelligence Test

d. Culture-Fair Intelligence Test

***101. Which of the following situations exemplifies a proper mode of administration or use of an intelligence test?
a. individualized administration of the WAIS-III to an adult job applicant
b. group administration of the Binet-Simon to graduate school applicants
c. individual administration of the Bayley Scales to a graduate school applicant
d. group administration of the Sequin Form Board to test for mental retardation

a. individualized administration of the WAIS-III to an adult job applicant

***102. Which of the following situations exemplifies proper mode of administration or use of an intelligence test?
a. individual administration of the Stanford-Binet to a grade school child
b. group administration of the WAIS-III to measure the specific abilities of immigrant students
c. group administration of the Bayley Scales to 2-year-old children
d. group administration of the WAIS-III to adult job applicants

a. individual administration of the Stanford-Binet to a grade school child

***103. By test reliability, psychologists mean ______.
a. whether a person’s score on a test is dependable and consistent
b. whether the test contains an adequate sample of the skills it is supposed to measure
c. whether test results agree with a more direct measure of what the test is designed to predict
d. whether the test is culture-fair

a. whether a person’s score on a test is dependable and consistent

104. The ability of a test to produce consistent and stable scores is its ______.
a. validity c. reliability
b. mode d. standard deviation

c. reliability

***105. Allison takes a test on Monday and earns a score of 84. When she takes the same test again on Thursday she gets an 83. The test is apparently ______.
a. valid c. content-related
b. reliable d. culture-fair

b. reliable

106. Ruby received a score of 90 on an intelligence test. Two days later she received a score of 55 on a different form of the same test. The test was apparently lacking in ______.
a. validity c. content-relations
b. reliability d. culture-fairness

b. reliability

***107. John received a score of 90 on an intelligence test. Two days later he received a score of 55 on a different form of the same test. The test was apparently lacking in ______.
a. alternate-form reliability c. split-half reliability
b. content validity d. criterion-related validity

a. alternate-form reliability

108. An investigator who correlates the scores on the odd-numbered items of a test with the scores on the even-numbered items of the same test is establishing ______.
a. split-half reliability c. test-retest reliability
b. content validity d. criterion-related validity

a. split-half reliability

109. Recent research indicates that intelligence, as measured by performance tasks, begins a steady decline beginning at about age ______.
a. 20 c. 50
b. 35 d. 65

a. 20

110. Recent research indicates that intelligence, as measured by performance tasks, ______.
a. increases steadily throughout adulthood
b. remains stable throughout adulthood
c. increases until middle age and then begins a slow but steady decline
d. decreases steadily throughout adulthood

d. decreases steadily throughout adulthood

***111. The table below shows scores (on a scale of 0 – 200) for three people (A-C) when they took Test I on two different occasions. It also shows the scores for three other people (D- F) when they took Test II on two different occasions.
Test I Test II
Person First Second Person First Second
A 140 174 D 141 143

B 141 115 E 110 108

C 143 120 F 170 174

Which of the following statements BEST summarizes the results shown in the table?
a. Both Test I and Test II are highly reliable.
b. Test I is highly reliable but Test II is not.
c. Test II is highly reliable but Test I is not.
d. Neither Test I nor Test II is highly reliable.

c. Test II is highly reliable but Test I is not

112. Psychologists express reliability in terms of ______.
a. prime numbers c. correlation coefficients
b. fractions d. progressive matrices

c. correlation coefficients

113. A statistical measure of the degree of association between two variables is a ______.
a. normal distribution c. level of significance
b. correlation coefficient d. standard deviation

b. correlation coefficient

114. If there is no relationship between two sets of test scores for the same group of people, the correlation coefficient is ______.
a. 0 c. 10
b. 1.0 d. 100

a. 0

115. If a test is perfectly reliable, the correlation coefficient is ______.
a. 0 c. 10
b. 1.0 d. 100

b. 1.0

116. The reliability of most intelligence tests is about ______.
a. 0 c. .45
b. .10 d. .90

d. 90

117. Which of the following statements is true?
a. Scores on IQ tests are somewhat more reliable than scores on performance tests or culture-fair tests.
b. Scores on performance tests are somewhat more reliable than scores on IQ tests or culture-fair tests.
c. Scores on culture-fair tests are somewhat more reliable than scores on IQ tests or performance tests.
d. Scores on IQ tests, performance tests, and culture-fair tests are equally reliable.

a. Scores on IQ tests are somewhat more reliable than scores on performance tests or culture-fair tests

118. New York State has passed a law that requires Educational Testing Service (ETS) to allow public access to old versions of several psychological tests (such as the SAT). ETS has objected that they now must design a new test after each administration, and each new test must be checked to assure that it is reliable and valid. By comparing a person’s test score on several forms of the new test, ETS officials can attempt to determine whether a new version of the SAT has ______ .
a. reliability c. content validity
b. cultural correlation d. criterion-related validity

a. reliability

119. A valid test is one that ______.
a. actually measures what it sets out to measure
b. produces consistent results
c. has split-half reliability
d. has a correlation coefficient of .50

a. actually measures what is sets out to measure

120. The ability of a test to measure what it sets out to measure is ______.
a. reliability c. correlation coefficient
b. standard deviation d. validity

d. validity

***121. Half the questions on a comprehensive final exam on general psychology focus on psychobiology. This test probably does not have ______.
a. content validity c. criterion-related validity
b. reliability d. standardization

a. content validity

***122. The type of validity that requires a test to contain an adequate sample of the skills or knowledge to be measured is called ______.
a. performance validity c. criterion-related validity
b. predictive validity d. content validity

d. content validity

123. If an intelligence test is highly correlated with academic performance, it can be said to be ______.
a. reliable c. subjective
b. valid d. normally distributed

b. valid

***124. Ron has always been a straight-A student in high school. In his senior year, he takes the SAT and does very well. The high correlation between Ron’s SAT score and his academic performance is an indication that the SAT is ______.
a. reliable c. subjective
b. valid d. normally distributed

b. valid

***125. When test results are in agreement with some other direct and independent measure of that which the test is designed to predict, the test exhibits ______.
a. alternate-form reliability c. split-half reliability
b. criterion-related validity d. content validity

b. criterion-related validity

***126. New York State has passed a law that requires Educational Testing Service (ETS) to allow public access to old versions of several psychological tests (such as the SAT). ETS has objected that they now must design a new test after each administration, and each new test must be checked to assure that it is reliable and valid. By comparing SAT test scores and high school grades, ETS officials can attempt to determine whether a new version of the SAT has ______ validity.
a. coefficient c. cultural
b. criterion-related d. content

b. criterion-related

***127. Which of the following statements is NOT true?
a. Most intelligence tests seem to be measuring similar things.
b. IQ tests are good predictors of academic performance.
c. Culture-fair tests predict school grades as well as other intelligence tests do.
d. Intelligence tests are quite reliable.

c. Culture-fair tests predict school grades as well as other intelligence tests do.

***128. Even the strongest critics of IQ tests admit that they effectively predict ______.
a. creativity c. academic performance
b. verbal skills d. career achievement

c. academic performance

129. The correlation between school grades and IQ is commonly between ______.
a. 0 – .25 c. .50 – .75
b. .25 – .50 d. .75 – 1.00

c. .50-.75

***130. Critics of IQ tests claim that the only thing they really measure is ______.
a. creativity c. verbal skills
b. test-taking ability d. educational level

b. test-taking ability

***131. Critics of IQ tests claim that they correlate well with academic performance because ______.
a. they measure intelligence accurately
b. they discourage less able students from continuing in school
c. academic performance is itself largely measured by similar tests
d. they cover such a wide range of intellectual skills

c. academic performance is itself largely measured by similar tests

132. ______ are good predictors of occupational success.
a. Neither IQ scores nor school grades
b. IQ scores, but not school grades
c. School grades, but not IQ scores
d. Both IQ scores and school grades

d. Both IQ scores and school grades

***133. Which of the following statements is true?
a. Nonverbal intelligence tests can be as culturally biased as verbal tests.
b. Minority children tend to be less eager for adult approval than white children.
c. Examiners’ inability to understand black children’s speech has been shown not to effect these children’s test performance.
d. One area where IQ tests give all subjects an equal chance to excel is the area of language skills.

a. Nonverbal intelligence tests can be as culturally biased as verbal tests

134. Regarding bias intelligence tests, ______.
a. research indicates they are heavily biased against minorities
b. research indicates they are substantially biased against minorities
c. research indicates they are minimally, if at all, biased against minorities
d. there is an ongoing debate among researchers as to whther or not they are biased against minorities

d. there is an ongoing debate among researchers as to whether or not they are biased against minorities

135. Research indicates that the practice of using IQ scores to label students and track them in separate school programs ______.
a. has little effect on either "slow" or high-IQ students
b. helps both "slow" and high-IQ students perform more effectively
c. helps "slow" students perform more effectively but has little effect on high-IQ students
d. may hurt "slow" students while helping high-IQ students perform more effectively

d. may hurt "slow" students while helping high-IQ students perform more effectively

136. Recent research indicates that IQ scores predict ______.
a. neither the types of careers people choose nor their success in those careers
b. the types of careers people choose, but not their success in those careers
c. people’s success in their careers, but not which careers they choose
d. both the types of careers people choose and their success in those careers

d. both the types of careers people choose and their success in those careers

137. McClelland (1973) has argued that IQ scores ______.
a. predict success within an occupation fairly accurately
b. have little bearing on success within an occupation
c. are not well correlated with academic performance
d. indicate much about motivation and attitude

b. have little bearing on success within an occupation

138. Barret and Depinet (1991) and Ree and Earles (1992) have argued that IQ scores ______.
a. predict success within an occupation fairly accurately
b. have little bearing on success within an occupation
c. are not well correlated with academic performance
d. indicate little about motivation and attitude

a. predict success within an occupation fairly accurately

139. The System of Multicultural Pluralistic Assessment is used with ______.
a. children under age 5
b. children between the ages of 5 and 11
c. adolescents between the ages of 12 and 18
d. adults over the age of 18

b. children between the ages of 5 and 11

140. The System of Multicultural Pluralistic Assessment is used to provide ______.
a. a performance-based IQ score
b. a culture-fair test with items specifically designed for minorities
c. an IQ score based on actual on-the-job occupational skills
d. a context within which IQ tests can be more accurately interpreted

d. a context within which IQ tests can be more accurately interpreted

141. An IQ score is ______.
a. the same thing as intelligence
b. the reason a student performs poorly or well
c. a measure of a person’s ability level, relative to norms for his or her age
d. an indication of motivation or attitude

c. a measure of a person’s ability level, relative to norms for his or her age

142. Each of the following statements is true EXCEPT ______.
a. IQ scores give us a fairly good idea why someone performs poorly or well
b. IQ is a very simplistic way of summing up an extremely complex set of abilities
c. intelligence is a combination of abilities and aptitudes, not a single entity
d. the components of intelligence will vary somewhat from culture to culture

a. IQ scores give us a fairly good idea why someone performs poorly or well

***143. R. C. Tryon’s experiments with rats demonstrated that ______.
a. a specific intellectual ability can be passed down from one generation of rats to another
b. intelligence in rats is more strongly determined by environmental influences than intelligence in humans
c. intelligence in rats is totally dependent upon their genetic inheritance
d. specific mental abilities cannot be passed down from one generation of rats to another

a. a specific intellectual ability can be passed down from one generation of rats to another

144. The IQs of identical twins reared apart are usually found to be ______.
a. very similar
b. higher than those of identical twins reared together
c. more highly correlated than the IQs of identical twins reared together
d. very different

a. very similar

145. The IQs of identical twins reared together are usually found to be ______.
a. very similar
b. higher than those of identical twins reared apart
c. less correlated than the IQs of identical twins reared apart
d. very different

a. very similar

146. Which of the following groups of children are most likely to have the most similar IQ scores?
a. identical twins reared apart c. siblings reared together
b. same-sex fraternal twins d. opposite-sex fraternal twins

a. identical twins reared apart

147. The idea that heredity affects IQ is BEST supported by the very high correlation between IQ scores of ______.
a. identical twins reared together c. fraternal twins reared together
b. identical twins reared separately d. fraternal twins reared separately

b. identical twins reared seperatley

***148. Which of the following reduces the value of twin studies as evidence for the role of heredity in determining IQ?
a. Adoption agencies tend to place children with families as much like their natural parents as possible.
b. There have been so many studies of pairs of identical twins who were separated at birth that the results are unclear.
c. Identical twins do not share the same prenatal environment.
d. Identical twins who were not reared together usually have very different IQ scores.

a. Adoption agencies tend to place children with families as much like their natural parents as possible

149. Children who are adopted shortly after birth have IQ scores that are ______.
a. not similar to the IQ scores of either their adoptive mothers or their biological mothers
b. more similar to the IQ scores of their adoptive mothers than to the IQ scores of their biological mothers
c. more similar to the IQ scores of their biological mothers than to the IQ scores of their adoptive mothers
d. have IQ scores that are equally similar to the IQ scores of their adoptive mothers and their biological mothers

c. more similar to the IQ scores of their biological mothers than to the IQ scores of their adoptive mothers

150. Environmentalists argue that environmental factors begin to affect intelligence ______.
a. at conception c. at birth
b. within the womb d. at one year of age

b. within the womb

151. The environmentalists’ position on intelligence is BEST summarized by saying that _____.
a. heredity is not involved in intelligence except in cases of congenital brain malformations or retardation
b. mental capacities are determined primarily by the environment, and their development depends exclusively on environmental experiences
c. mental capacities are inherited, but their development depends on environmental experiences
d. intelligence results from a combination of genetic inheritance and prenatal experiences

c. mental capacities are inherited, but their development depends on environmental experiences

***152. Which of the following statements does NOT support the effects of environment on IQ?
a. Malnutrition during pregnancy can lower the IQ scores of the resulting children.
b. Identical twins reared apart have very similar IQ scores.
c. IQ scores among children partially depend on environmental stimulation.
d. Malnutrition during early childhood can result in lower IQ scores for the deprived children.

b. Identical twins reared apart have very similar IQ scores

***153. Prenatal malnutrition ______.
a. can lower IQ scores
b. has no effect on IQ scores Old c. results in low early IQ scores that almost always later increase to normal and above normal levels
d. results in early high IQ scores that later decline to markedly lower-than-normal levels

a. can lower IQ scores

***154. Which of the following statements about heredity and intelligence is true?
a. Similarities in intelligence between identical twins who were separated at birth and raised in different houses must be due to heredity.
b. Differences in intelligence between identical twins must be due to differences in their environments.
c. If identical twins are separated at birth and raised in different homes, yet still have similar intelligence scores, the similarity in their scores must be due to hereditary influences.
d. Prenatal influences have little, if any, influence on intelligence and need not be taken into account when studying environmental influences.

b. Differences in intelligence between identical twins must be due to differences in their environments

***155. Ron and Don are identical twins who were separated at birth and raised in different foster homes. Researchers have found that their intelligence scores are remarkably similar. Which of the following conclusions is valid?
a. The similarity of their scores proves that the level of intelligence is controlled by hereditary factors.
b. The similarity in their scores may actually reflect similar foster home environments rather than similar genetic influences.
c. The similarity in their scores is due to the basic similarity in foster homes.
d. Their shared prenatal experiences probably had little or no influence on the similarity in their test scores.

b. The similarity in their scores may actually reflect similar foster home environments rather than similar genetic influences

156. Undernourished children in South Africa averaged ______ points lower in IQ scores than similar children with adequate diets.
a. 5 c. 15
b. 10 d. 20

d. 20

157. In a study of women who were economically deprived, when half were given a nutritional dietary supplement while they were pregnant, their children by age 4 had ______ those of women who were not given the supplement.
a. significantly lower IQ scores than
b. similar IQ scores to
c. slightly higher IQ scores than
d. significantly higher IQ scores than

d. significantly higher IQ scores than

158. A stimulating environment during development results in ______ in rats.
a. ulcers c. increased ability to learn
b. anxiety d. increased fertility

c. increased ability to learn

159. Tryon’s studies with rats underscore the importance of ______ in the development
of the ability to run mazes.
a. a stimulating environment c. white noise
b. proper nutrition d. a restful, uniform environment

a. a stimulating environment

***160. A maze-bright rat and a maze-dull rat are both raised from birth in a plain, nonstimulating environment. Which of the following is MOST likely to happen?
a. The maze-bright rat will perform better than the maze-dull rat on tests of mazes.
b. There will be no difference in performance between the two rats on tests of mazes.
c. The maze-dull rat will perform better than the maze-bright rat on tests of mazes.
d. Neither rat will perform at all on tests of mazes.

b. There will be no difference in performance between the two rats on tests of mazes

***161. A maze-bright rat and a maze-dull rat are both raised from birth in an extremely stimulating environment. Which of the following is MOST likely to happen?
a. The maze-bright rat will perform better than the maze-dull rat on tests of mazes.
b. There will be no difference in performance between the two rats on tests of mazes.
c. The maze-dull rat will perform better than the maze-bright rat on tests of mazes.
d. Neither rat will perform at all on tests of mazes.

b. There will be no difference in performance between the two rats on the tests of mazes

162. Which of the following conclusions can be drawn from H. M. Skeels’s research on children raised in orphanages?
a. Orphans never recover psychologically from the loss of their parents.
b. Intelligence is flexible and may be influenced by the environment.
c. Mentally retarded children who are placed in an adult world and given adequate attention are not able to achieve normal levels of intelligence.
d. Social experiences during childhood do not affect intelligence.

b. Intelligence is flexible and may be influenced by the environment

163. Skeels found evidence that intelligence depends on stimulation in his investigation of ______.
a. rats c. primates
b. orphans d. twins

b. orphans

164. The results of Skeels’s study showed that ______.
a. all infant orphans become mentally retarded
b. IQs of orphans could be improved by letting them associate with severely retarded adults
c. IQs of adults could be improved by letting them associate with children
d. there is no way to improve the IQs of children in institutions

b. IQs of orphans could be improved by letting them associate with severely retarded adults

165. Thirty years after Skeels initially began his study, he found that ______.
a. all the orphans he studied had returned to their former IQ levels
b. none of the 13 orphans raised in adult wards were employed
c. all of the 13 orphans raised in the adult wards were self-supporting
d. all of the 13 orphans raised in the adult wards were still in institutions

c. all of the 13 orphans raised in the adult wards were self-supporting

166. Children in the Skeels study who were left to be raised in orphanages ______.
a. showed a marked decrease in their IQ scores
b. showed no change in their IQ scores
c. showed a slight increase in IQ scores
d. showed a marked increase in IQ scores

a. showed a marked decrease in their IQ scores

167. The Capron and Duyme (1989) study found that the socioeconomic status of adoptive parents ______.
a. had no effect on children born to either high-or low- socioeconomic status parents
b. affected children born to low-socioeconomic parents but not those born to high-socioeconomic parents
c. affected children born to high-socioeconomic parents but not those born to low-socioeconomic parents
d. affected children born to both low- and high-socioeconomic parents

d. affected children born to both low- and high-socioeconomic parents

168. The "Flynn Effect" refers to ______.
a. the effect of teacher expectations on classroom performance and subsequent IQ scores
b. the effect of racial discrimination on the performance of African American children on IQ tests
c. the fact that IQ scores have steadily gone up in the population as a whole
d. the increasing gap in intelligence scores between blacks and whites

c. the fact that IQ scores have steadily gone up in the population as a whole

169. Between 1932 and 1978, American IQ scores have gone up about ______ points per decade.
a. 3 c. 7
b. 5 d. 9

a. 3

170. Between 1932 and 1978, American IQ scores ______.
a. have steadily declined
b. rose steadily through the 1960s and have been declining ever since
c. have remained relatively steady
d. have increased steadily

d. have increased steadily

171. Recent data indicates that the average increase in IQ scores is about ______ points per decade.
a. 2 c. 6
b. 4 d. 8

c. 6

172. Maccoby and Jacklin found evidence of gender differences in cognitive functioning in each of the following areas EXCEPT ______.
a. performance abilities c. spatial abilities
b. verbal abilities d. mathematical abilities

a. performance abilities

173. Maccoby and Jacklin found that girls tended to display greater ______ than boys.
a. performance abilities c. spatial abilities
b. verbal abilities d. mathematical abilities

b. verbal abilities

174. Current research has found that males have advantages, on average, over females in ______.
a. performance abilities c. spatial abilities
b. verbal abilities d. mathematical abilities

c. spatial abilities

175. Research on gender differences in mathematical abilities indicate that males begin exhibiting advantages over females in mathematical abilities during ______.
a. preschool c. middle school
b. grade school d. high school

d. high school

176. Overall, research on gender differences in mental abilities indicates that, on average, ______.
a. there are no significant differences between males and females in mathematical or verbal abilities
b. males have superior mathematical abilities while females have superior verbal abilities
c. females have superior mathematical abilities while males have superior verbal abilities
d. females have superior mathematical and verbal abilities

a. there are no significant differences between males and females in mathematical or verbal abilities

177. Although the average male and female IQ is about the same, ______ men have mental retardation and ______ men have superior IQ scores.
a. fewer; fewer c. more; fewer
b. fewer; more d. more; more

d. more; more

178. About ______ out of eight people with the top one percent of IQ scores are men.
a. one c. five
b. three d. seven

d. seven

179. About ______ out of eight people with IQ scores in the range of mental retardation are men.
a. one c. five
b. three d. seven

d. seven

180. Gender differences in mental abilities are ______ and appear, in some cases, to be ______.
a. small; diminishing c. large; diminishing
b. small; increasing d. large; increasing

a. small; diminishing

181. A 1990 study comparing fifth graders from China, Japan, and the United States in reading and math found that the American students were ______ in math.
a. lowest c. tied with the other two groups
b. 2nd d. highest

a. lowest

182. Research on Americans and math performance found that most American students believed that ______ was the most important factor in math performance, and about 40 percent of American teachers believed that ______ was the most important factor in math performance.
a. innate ability; innate ability c. studying hard; innate ability
b. innate ability; studying hard d. studying hard; studying hard

a. innate ability; innate ability

183. In comparing Asian and American attitudes toward academic performance, ______ believe that working hard, rather than innate ability, is most important.
a. neither Asians nor Americans c. Americans, but not Asians,
b. Asians, but not Americans, d. both Asians and Americans

b. Asians, but not Americans

184. When American, Japanese, and Chinese school children were tested on general information that they could have learned outside of school, ______.
a. all three groups earned nearly identical scores
b. Japanese children earned significantly higher scores than American or Chinese children
c. Chinese children earned significantly higher scores than American or Japanese children
d. American children earned significantly higher scores than Japanese or Chinese children

a. all three groups earned nearly identical scores

185. In comparing Asian and American education systems, researchers have found each of the following EXCEPT ______.
a. American mothers and students are generally satisfied with students’ academic performance even when it is generally low
b. American mothers are less critical of American schools than Asian mothers are of Asian schools
c. American students do not scores as well as Asian students on tests of general information that can be learned outside the school
d. teachers in Asian schools are better trained and have fewer course preparations per year than do American teachers

c. American students do not score as well as Asian students on tests of general information that can be learned outside the school

186. Each of the following is true of Asian and American education systems EXCEPT ______.
a. teachers in Asian schools typically have fewer course preparations than American teachers and, thus, have more time and energy to work closely with students
b. teachers in Asian schools are typically better trained in educational methods than are American teachers
c. Asian students spend more time in school each day than American students
d. American students have an average school day that is characterized by longer lunches, more recesses, and more after-school clubs and activities than Asian students

d. American students have an average school day that is characterized by longer lunches, more recesses, and more after-school clubs and activities than Asian students

187. The average IQ score on a typical intelligence test is ______.
a. 80 c. 120
b. 100 d. 200

b. 100

188. ______ percent of the population has IQ scores between 70 and 130.
a. Sixty-five c. Eighty-five
b. Seventy-five d. Ninety-five

d. Ninety-five

189. About seventy percent of the population has IQ scores between ______.
a. 25 and 175 c. 65 and 135
b. 45 and 155 d. 85 and 115

d. 85 and 115

190. A condition of significantly subaverage intelligence combined with deficiencies in adaptive behavior is called ______.
a. autism c. schizophrenia
b. mental retardation d. attention deficit disorder

b. mental retardation

191. According to the American Psychiatric Association, for someone to be labeled as having mental retardation, the condition ______.
a. can appear at any age
b. must appear before the age of 12
c. must appear before the age of 21
d. must appear before the age of 40

c. must appear before the age of 21

192. Arthur has moderate mental retardation. However, he is like a human calculator in his ability to compute numbers. He is displaying what is called ______ performance.
a. peak c. profound
b. savant d. latent

b. savant

193. Individuals who suffer from retardation or other brain injuries, yet exhibit remarkable abilities in highly specialized areas such as calculating long number sequences or playing complex musical pieces after hearing them only once, are exhibiting ______.
a. mnemonic ability c. psychometric clairvoyance
b. giftedness d. savant performance

d. savant performance

194. Geoffrey has a Stanford-Binet IQ score of 60 and deficits in adaptive behavior. He is likely to be considered ______.
a. mildly retarded c. severely retarded
b. moderately retarded d. profoundly retarded

a. mildly retarded

195. Mild retardation would correspond to a Stanford-Binet IQ score within the range of ______.
a. 52 – 68 c. 20 – 35
b. 36 – 51 d. 0 – 19

a. 52- 68

196. Janice has a Stanford-Binet score of 15 and deficits in adaptive behavior. She is likely to be labeled ______.
a. mildly retarded c. severely retarded
b. moderately retarded d. profoundly retarded

d. profoundly retarded

197. Profound retardation corresponds to a Stanford-Binet score within the range of ______.
a. 52 – 68 c. 20 – 35
b. 36 – 51 d. 0 – 19

d. 0-19

198. Carley has a Stanford-Binet IQ score of 28 and deficits in adaptive behavior. She is likely to be labeled ______.
a. mildly retarded c. severely retarded
b. moderately retarded d. profoundly retarded

c. severely retarded

199. Milton has a Stanford-Binet IQ score of 50 and deficits in adaptive behavior. He is likely to be labeled ______.
a. mildly retarded c. severely retarded
b. moderately retarded d. profoundly retarded

b. moderately retarded

200. Moderate retardation corresponds to a Stanford-Binet IQ score within the range of ______.
a. 52 – 68 c. 20 – 35
b. 36 – 51 d. 0 – 19

b. 36- 51

201. Severe retardation corresponds to a Stanford-Binet IQ score within the range of ______.
a. 52 – 68 c. 20 – 35
b. 36 – 51 d. 0 – 19

c. 20 – 35

***202. Six-year-old John scores 50 on the Stanford-Binet test. Which of the following is also necessary to classify him as "mentally retarded"?
a. proof that he does not have phenylketonuria
b. deficits in adaptive functioning
c. evidence of chromosomal abnormality
d. the probability that his IQ will decrease as he age

b. deficits in adaptive functioning

***203. Jane has severe motor coordination and adaptive behavior deficits, and problems in controlling her facial muscles. Which of the following is also necessary to classify her as mentally retarded?
a. manifestation of violent behavior and withdrawal
b. evidence of chromosomal abnormality
c. proof that she does not have phenylketonuria
d. an IQ score in the 60s or below

d. an IQ score in the 60s or below

204. In the majority of cases the cause of mental retardation is ______.
a. clearly identified genetic abnormalities
b. unknown
c. poor prenatal nutrition
d. prenatal drug abuse by the mother

b. unknown

***205. Approximately 90 percent of all retardation is ______.
a. mild retardation c. severe retardation
b. moderate retardation d. profound retardation

a. mild retardation

206. About ______ of those who have been identified as mentally deficient show evidence of biological abnormalities.
a. 25 percent c. 75 percent
b. 50 percent d. 100 percent

a. 25 percent

***207. Which of the following is NOT a typical cause of severe retardation?
a. genetically based diseases such as PKU
b. chromosomal abnormalities such as Down syndrome
c. genetically inherited defects such as fragile-X syndrome
d. poor prenatal nutritional habits by the mother

d. poor prenatal nutritional habits by the mother

208. A disorder in which the liver fails to produce a certain enzyme necessary for early brain development is ______.
a. PKU c. Tay Sach’s disease
b. Down syndrome d. fragile-X syndrome

a. PKU

209. About one person in ______ is afflicted with PKU.
a. 250 c. 25,000
b. 2,500 d. 250,000

c. 25,000

210. A disorder in which defects on chromosome 21 result in mental retardation and characteristic physical deformities on the hands, feet, and eyelids is ______.
a. PKU c. Tay Sach’s disease
b. Down syndrome d. fragile-X syndrome

b. Down syndrome

211. Fragile-X syndrome afflicts approximately one in every ______ males.
a. 1,250 c. 2,250
b. 1,750 d. 2,750

a. 1,250

212. Fragile-X syndrome afflicts approximately one in every ______ females.
a. 1,000 c. 2,000
b. 1,500 d. 2,500

d. 2,500

213. A defect in the X-chromosome that is passed on from one generation to the next is ______.
a. Down syndrome c. Klinefelter’s syndrome
b. fragile-X syndrome d. Turner’s syndrome

b. fragile-X syndrome

214. Fragile-x syndrome affects _______ as many females as males.
a. half c. twice
b. just d. four times

a. half

215. Which of the following is a true statement?
a. The effects of mental retardation can be reduced through education and training.
b. The effects of mental retardation can be eliminated through education and training.
c. Little can be done to reduce the effects of retardation.
d. Nothing can be done to reduce the effects of retardation.

a. The effects of mental retardation can be reduced through education and training

216. The process ensuring that handicapped students are more likely to socialize with nonhandicapped peers in school is called ______.
a. channeling c. mastery teaching
b. mainlining d. mainstreaming

d. mainstreaming

217. The process ensuring that handicapped students are more likely to socialize with nonhandicapped peers in school is called ______.
a. channeling c. tracking
b. mainlining d. inclusion

d. inclusion

***218. In most cases, the cause of giftedness is ______.
a. unknown
b. clearly identified genetic influences
c. social learning
d. exposure to an enriched environment during infancy and early childhood

a. unknown

219. ______ refers to superior IQ combined with demonstrated ability in such areas as academic aptitude, creativity, and leadership.
a. Giftedness c. Savant performance
b. Genius d. Creativity

a. Giftedness

220. In Terman’s classic study, giftedness was defined as having an IQ score in the top ______ percent.
a. 2 c. 10
b. 5 d. 15

a. 2

221. Renzulli identified each of the following as being linked to giftedness EXCEPT ______.
a. above-average general ability c. above-average academic ability
b. exceptional creativity d. high levels of commitment

c. above-average academic ability

222. Which of the following is a true statement?
a. As a group, gifted people are demonstrably superior to others in all areas of intelligence and creativity.
b. People gifted in one area may not be gifted in others.
c. As a group, gifted children show more aptitude than others on tests involving social reasoning.
d. The only measure which is usually used to identify gifted individuals is IQ score.

b. People gifted in one area may not be gifted in others

223. Which of the following is the BEST evaluation of the current status of the concept of giftedness?
a. There is general agreement about criteria that should be used to identify gifted individuals.
b. Parents and students are uniformly enthusiastic about giftedness programs for special students.
c. The trend toward singling out the gifted for special treatment has both its admirers and its critics.
d. Research and interest in the area of giftedness have decreased substantially in the last half century.

c. The trend toward singling out the the gifted for special treatment has both its admirers and its critics

224. Creativity is the ability to ______.
a. work well with input from internal sources
b. think about concrete objects abstractly
c. produce novel or unique ideas or objects
d. work well without input from internal sources

c. produce novel or unique ideas or objects

***225. The ______ theory of the relationship between intelligence and creativity says that a person must be at least slightly more intelligent than average to be considered creative,
but beyond that point, the two are not related.
a. Getzels and Jackson c. creative intelligence
b. interaction theory d. threshold

d. threshold

226. Researchers have found that increased IQ scores positively correlate with creativity up to an IQ score of ______. After that the correlation becomes negative.
a. 90 c. 130
b. 110 d. 160

b. 110

***228. Creative people are ______ than less creative people with equivalent IQ scores. 323

a. more intelligent in their actual job performance F, b

b. perceived as being more intelligent Old

c. less intelligent in their actual job performance

d. perceived as being less intelligent

d. supports the threshold theory of

228. Creative people are ______ than less creative people with equivalent IQ scores.
a. more intelligent in their actual job performance
b. perceived as being more intelligent
c. less intelligent in their actual job performance
d. perceived as being less intelligent

b. perceived as being more intelligent

***229. John and Bill are both employed in an advertising agency, and both have IQ scores of about 130. John is involved in the assignment of staff to various accounts and the scheduling of production activities. Bill is a commercial artist who decides on visual formats and does the original sketches. Which of the following is MOST likely to be true?
a. Co-workers perceive John as more intelligent.
b. Co-workers perceive Bill as more intelligent.
c. Co-workers perceive John as more mature.
d. Co-workers perceive Bill as more mature.

b. Co-workers perceive Bill as more intelligentf

230 A personnel manager notices that employees who perform the best on the company’s IQ test also tend to be the ones who find the most creative solutions to on-the-job problems.
Most of these employees probably have IQ scores ______.
a. below 110 c. between 130 and 150
b. between 110 and 130 d. above 150

a. below 110

231. The Torrance Test of Creative Thinking asks subjects to ______.
a. explain what is happening in a picture
b. list as many words containing a given letter as possible
c. produce a single verbal response that relates three apparently unrelated words
d. form associative elements into new combinations that meet specific requirements

a. explain what is happening in a picture

232. The Christensen-Guilford Test is a test of ______.
a. intelligence c. aptitude
b. creativity d. achievement

b. creativity

233. The Christensen-Guilford Test asks subjects to ______.
a. explain what is happening in a picture
b. list as many words containing a given letter as possible
c. produce a single verbal response that relates three apparently unrelated words
d. form associative elements into new combinations that meet specific requirements

b. list as many words containing a given letter as possible

234. The Remote Associates Test asks subjects to ______.
a. explain what is happening in a picture
b. list as many words containing a given letter as possible
c. produce a single verbal response that relates three apparently unrelated words
d. form associative elements into new combinations that meet specific requirements

c. produce a single verbal response that relates three apparently unrelated words

235. The Wallach and Kagan Creative Battery asks subjects to ______.
a. explain what is happening in a picture
b. list as many words containing a given letter as possible
c. produce a single verbal response that relates three apparently unrelated words
d. form associative elements into new combinations that meet specific requirements

d. form associative elements into new combinations that meet specific requirements

236. Brain size is ______ correlated with intelligence.
a. positively, but weakly c. negatively, but weakly
b. positively and strongly d. negatively, and strongly

a. positively, but weakly

237. Evoked potentials in the brain are ______ correlated with intelligence.
a. positively, but modestly c. negative, but modestly
b. positively and strongly d. negative, and strongly

a. positively, but modestly

238. Research on glucose metabolism and intelligence has found ______.
a. no correlation between the two
b. the more intelligent a person is, the more glucose metabolized when performing an intellectual function
c. the more intelligent a person is, the less glucose metabolized when performing an intellectual function
d. high levels of glucose metabolism precede intellectual "growth spurts" in children

c. the more intelligent a person is, the less glucose

239. When comparing biological tests of intelligence to psychological tests of intelligence, ______.
a. no biological measure of intelligence has been found that approaches or surpasses the accuracy of psychological tests
b. some biological measures of intelligence are more accurate than psychological tests, but others are not
c. overall, biological measures of intelligence are about as good as psychological tests
d. all biological measures of intelligence are more accurate than psychological tests

a. no biological measure of intelligence has been found that approaches or surpasses the accuracy of psychological tests

240. In the Milwaukee project, the experimental group of children who received family and educational intervention showed ______ in their IQ scores as compared to a control group.
a. a great increase c. no difference
b. a slight increase d. a slight decrease

a. a great increase

241. In the Milwaukee project, the experimental group of children whose mothers received special training and who themselves had access to an education center scored, on average, about ______ their mothers’ average IQ scores.
a. 20 points lower than c. 20 points higher than
b. the same as d. 50 points higher than

d. 50 points higher than

242. The largest program designed to improve educationally disadvantaged children’s chances of school achievement is ______.
a. The Milwaukee Project c. The Hobbs and Robinson Program
b. The Perry Preschool Program d. The Head Start Program

d. The Head Start Program

243. The Head Start Program ______.
a. focuses on newborns through first graders
b. focuses on preschoolers between the ages of 3 and 5
c. serves children from birth through high school
d. is for adolescents in high school only

b. focuses on preschoolers between the ages of 3 and 5

244. Boosts in IQ scores linked to the Head Start program have tended to be ______ and ______.
a. modest, short-term c. significant, short-term
b. modest, long-term d. significant, long-term

a. modest, short-term

245. The effects of the Head Start program have ______.
a. been of short-term benefit in improving children’s IQ scores
b. resulted in lasting improvements in children’s IQ scores
c. fostered dependent attitudes among participants
d. not made a measurable difference in children’s cognitive abilities or their test-taking abilities

a. been of short-term benefit in improvements in children’s IQ scores

246. There is evidence that the involvement of ______ in the Head Start program has been crucial to its success.
a. parents c. older children
b. psychiatrists d. psychologists

a. parents

***247. Which of the following BEST describes the effects of intervention programs such as Project Head Start?
a. Results have been mixed and no clear effect has been found.
b. They are not worthwhile on a long-term basis, but can be useful on a short-term basis.
c. They provide clear evidence that cognitive abilities can be enhanced.
d. They have been found to be most effective with adolescents rather than young children.

c. They provide clear evidence that cognitive abilities can be enhanced

248. Each of the following is true of effective early intervention programs EXCEPT ______.
a. they include a high degree of parental involvement
b. they focus on a precise and narrow range of cognitive skills to be developed
c. they have goals that are clearly defined
d. their effectiveness depends on the quality of the individual program

b. they focus on a precise and narrow range of cognitive skills to be developed