Question 1

In a study in which laypeople and experts were asked to jot down a list of behaviors that they regarded as typical of highly intelligent people, both groups viewed intelligence as made up of which of the following three attributes?
A) recognition of people and objects, alertness, and awareness of environment
B) reasoning, learning ability, and creativity
C) verbal ability, motor coordination, and curiosity
D) verbal ability, problem solving, and social competence

Accepted Answer

The study found that both laypeople and experts viewed intelligence as consisting of verbal ability, problem solving, and social competence. The other options are not mentioned in the study as attributes of intelligence.

Question 2

Carroll represents the structure of intelligence as
A) 180 unique intellectual factors organized along three dimensions.
B) a pyramid with g at the top, broad abilities in the second tier, and narrow abilities in the third tier.
C) at least eight independent intelligences that are based on distinct sets of processing operations.
D) three interacting theories: componential, experiential, and contextual.

Accepted Answer

Carroll's three-stratum theory of intelligence represents a hierarchy of intelligence with g (general intelligence) at the top, broad abilities in the second tier, and narrow abilities in the third tier. The pyramid structure represents the increasing specificity and complexity of cognitive abilities as you move down the tiers.

Question 3

To reconcile Spearman's and Thurstone's views, current theorists and test designers assume that
A) a unique s factor is reflected in each of Thurstone's primary factors.
B) at the highest level, g is presumed to be present to some degree in all separate factors.
C) at the highest level, s is presumed to be present to some degree in all separate factors.
D) g reflects fluid intelligence and s reflects crystallized intelligence.

Accepted Answer

Current theorists and test designers reconcile Spearman's and Thurstone's views by assuming that at the highest level, g is present to some degree in all separate factors. This means that both g and separate factors are important for understanding intelligence, with g being the overarching factor and separate factors representing more specific abilities.

Question 4

__________ was the first influential factor analyst.
A) Louis Thurstone
B) Charles Spearman
C) Raymond B. Cattell
D) John Carroll

Accepted Answer

Charles Spearman was the first influential factor analyst who introduced the statistical method of factor analysis, and proposed the concept of a general intelligence factor (g-factor) which underlies all cognitive abilities.

Question 5

In Cattell's theory of intelligence, __________ refers to skills that depend on accumulated knowledge and experience, good judgment, and mastery of social customs, whereas __________ depends more heavily on basic information-processing skills.
A) the s factor; the g factor
B) fluid intelligence; crystallized intelligence
C) the g factor; the s factor
D) crystallized intelligence; fluid intelligence

Accepted Answer

In Cattell's theory of intelligence, crystallized intelligence refers to skills that depend on accumulated knowledge and experience, good judgment, and mastery of social customs, whereas fluid intelligence depends more heavily on basic information-processing skills. Therefore, the best choice is D, which correctly matches the two types of intelligence with their descriptions.

Question 6

Binet and Simon's intelligence test was the first to
A) assess the degree of classroom disruptiveness.
B) associate items of increasing difficulty with chronological age.
C) identify children who were gifted.
D) include both verbal and nonverbal items.

Accepted Answer

Binet and Simon's intelligence test was the first to associate items of increasing difficulty with chronological age, as they intended to measure a child's intellectual development in comparison to their peers. The test did not assess classroom disruptiveness, identify gifted children, or include both verbal and nonverbal items, as these were not components of the original test.

Question 7

Compared to Piagetian and information-processing views, the psychometric approach
A) is product-oriented and largely concerned with outcomes and results.
B) views the child as a passive processor of information rather than an active participant.
C) emphasizes the biological bases of cognitive development.
D) focuses on the child's independent efforts in advancing cognitive development through interactions with others.

Accepted Answer

The psychometric approach is product-oriented, focusing on the outcomes and results of cognitive processes, such as intelligence and specific abilities, rather than the processes themselves or the developmental stages.

Question 8

Which of the following events prompted the development of the first intelligence tests?
A) an increase in gifted children
B) the beginning of universal public education
C) the advent of special education classrooms
D) an increase in children with special needs

Accepted Answer

The development of the first intelligence tests was prompted by the beginning of universal public education. As more children began attending school, educators were interested in identifying those who may need extra support or those who were gifted and could benefit from more challenging coursework. Intelligence tests were developed to help identify students who fell outside of the typical range of academic ability.

Question 9

Before Binet and Simon's test, other researchers tried to assess intelligence using
A) experimental hypnosis.
B) interviews and observations of behavior.
C) measurements of the skull's physical dimensions.
D) simple measures of sensory responsiveness and reaction time.

Accepted Answer

The answer of Before Binet and Simon's test, other researchers...

Question 10

Spearman proposed the concept of g after he found that
A) test items differed in the extent to which they predicted cognitive performance outside of the testing situation.
B) crystallized and fluid intelligence are easy to distinguish in factor analysis.
C) all test items he examined correlated with one another.
D) separate, unrelated factors, called primary mental abilities, exist.

Accepted Answer

Spearman proposed the concept of g after he found that all test items he examined correlated with one another. This led him to postulate that there must be a general factor of intelligence (g) underlying performance on all cognitive tasks.

Question 11

The goal of Binet and Simon's original intelligence test was to
A) compile a battery of tests that could be used to assess infant mental development.
B) devise an objective method for assigning pupils to special classes.
C) determine the underlying mental abilities associated with intelligence.
D) devise a systematic method for assessing classroom disruptiveness.

Accepted Answer

Binet and Simon's original intelligence test was created with the goal of identifying children who may need special education services. It was not designed to determine underlying mental abilities or assess classroom behavior.

Question 12

In 1916, __________ adapted the Binet intelligence test for use with English-speaking schoolchildren.
A) Spearman
B) Thurstone
C) Terman
D) Cattell

Accepted Answer

Lewis Terman adapted the Binet intelligence test for use with English-speaking schoolchildren in 1916.

Question 13

__________'s model is the most comprehensive factor-analytic classification of mental abilities to date.
A) Spearman
B) Thurstone
C) Cattell
D) Carroll

Accepted Answer

Carroll's model is the most comprehensive factor-analytic classification of mental abilities to date, consisting of three strata and 70 different abilities. While Spearman and Thurstone also proposed models of mental abilities, they are not as comprehensive as Carroll's. Cattell proposed the theory of fluid and crystallized intelligence, which is a different approach to categorizing abilities.

Question 14

To overcome the limitations of factor analysis, investigators conduct componential analyses to
A) look for relationships between aspects of information processing and children's intelligence test performance.
B) determine the extent to which test scores are accurate predictors of future academic achievement.
C) compare a child's test performance with the performance of a specific group of children.
D) determine the average score obtained on a test by children of various ages or grade placements.

Accepted Answer

Componential analyses are used to break down complex mental processes into component parts to better understand the relationships between those parts and children's intelligence test performance. This helps to overcome the limitations of factor analysis, which is based on correlations between test scores rather than specific cognitive processes.

Question 15

On intelligence tests, vocabulary, general information, and arithmetic problems are examples of items that emphasize __________ intelligence.
A) fluid
B) specific
C) general
D) crystallized

Accepted Answer

Vocabulary, general information, and arithmetic problems are examples of items that emphasize crystallized intelligence, which refers to the ability to use learned knowledge and experience.

Question 16

Zoe's __________ reflect(s) her fluid intelligence.
A) capacity to store general information
B) math skills
C) speed with which she can analyze information
D) vocabulary

Accepted Answer

The speed with which Zoe can analyze information directly relates to her fluid intelligence, which is the ability to think and problem-solve in novel situations. The other options may be related to intelligence in general, but not specifically to fluid intelligence.

Question 17

Thurstone questioned the importance of g because
A) boys and girls performed differently on his intelligence test.
B) he noticed that children scored similarly on sets of similar test items.
C) he noticed that children high in intelligence passed and failed similar test items.
D) his factor analysis indicated that separate, unrelated factors exist.

Accepted Answer

Thurstone's factor analysis indicated that separate, unrelated factors existed rather than a single "g" factor for intelligence. Therefore, he questioned the importance of "g" as a measure of overall intelligence.

Question 18

Moses and Arianne are doing research on mental abilities that contribute to successful performance on intelligence tests. Which of the following approaches should they use?
A) Use a correlational procedure of factor analysis.
B) Compare a test-taker's score with older children's scores.
C) Calculate the amount of error associated with a test-taker's score.
D) Use simple measures of sensory responsiveness and reaction time.

Accepted Answer

Factor analysis would allow for the identification of underlying mental abilities that contribute to intelligence test performance. A correlational procedure using factor analysis can help Moses and Arianne determine whether certain abilities, such as working memory or processing speed, are strongly related to intelligence test scores. In contrast, option B, comparing a test-taker's score to older children's scores, only provides limited information about a single score, and option C, calculating the amount of error associated with a test-taker's score, is important but does not directly relate to mental abilities. Option D, using simple measures of sensory responsiveness and reaction time, may offer some insights into basic cognitive processes, but these measures are not necessarily indicative of the complex thought processes required to perform well on intelligence tests.

Question 19

Which of the following statements is true regarding crystallized and fluid intelligence?
A) Crystallized and fluid intelligence show little relationship when children differ greatly in cultural and educational experiences.
B) Tests aimed at reducing cultural bias emphasize crystallized intelligence.
C) Fluid intelligence depends more heavily on specific cultural learning experiences than crystallized intelligence.
D) Test items measuring crystallized and fluid intelligence do not correlate with one another.

Accepted Answer

Crystallized intelligence refers to the knowledge and skills that one gains through experience and education, which can be highly influenced by cultural and educational backgrounds. Fluid intelligence, on the other hand, involves the ability to think and reason abstractly and solve problems in novel situations, independent of acquired knowledge. When children have vastly different cultural and educational experiences, their crystallized intelligence can vary significantly, while fluid intelligence might be less affected. This leads to a situation where the relationship between crystallized and fluid intelligence can show little correlation among such diverse groups.

Question 20

According to Thurstone, intelligence consists of
A) distinct primary mental abilities.
B) a general factor and a specific factor.
C) crystallized and fluid intelligence.
D) three stratums of abilities.

Accepted Answer

Thurstone believed that intelligence is composed of separate primary mental abilities such as verbal comprehension, perceptual speed, numerical ability, spatial visualization, and reasoning. These distinct abilities are not necessarily related to one another, and one person may excel in some abilities while struggling in others.

Quiz 8: Intelligence

In a study in which laypeople and experts were asked to jot down a list of behaviors that they regarded as typical of highly intelligent people, both groups viewed intelligence as made up of which of the following three attributes?

Carroll represents the structure of intelligence as

To reconcile Spearman's and Thurstone's views, current theorists and test designers assume that

__________ was the first influential factor analyst.

In Cattell's theory of intelligence, refers to skills that depend on accumulated knowledge and experience, good judgment, and mastery of social customs, whereas depends more heavily on basic information-processing skills.

Binet and Simon's intelligence test was the first to

Compared to Piagetian and information-processing views, the psychometric approach

Which of the following events prompted the development of the first intelligence tests?

Before Binet and Simon's test, other researchers tried to assess intelligence using

Spearman proposed the concept of g after he found that

The goal of Binet and Simon's original intelligence test was to

In 1916, __________ adapted the Binet intelligence test for use with English-speaking schoolchildren.

__________'s model is the most comprehensive factor-analytic classification of mental abilities to date.

To overcome the limitations of factor analysis, investigators conduct componential analyses to

On intelligence tests, vocabulary, general information, and arithmetic problems are examples of items that emphasize __________ intelligence.

Zoe's __________ reflect(s) her fluid intelligence.

Thurstone questioned the importance of g because

Moses and Arianne are doing research on mental abilities that contribute to successful performance on intelligence tests. Which of the following approaches should they use?

Which of the following statements is true regarding crystallized and fluid intelligence?

According to Thurstone, intelligence consists of