Ch. 8: Intelligence

Question 1

According to Linda Gottfredson, intelligence is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects what?

Answer 1

Broader and deeper capability for comprehending our surroundings.

Question 2

Gardner’s Theory of Multiple Intelligences proposes 9 intelligences. What are they?

Answer 2

Linguistic.

Logical-mathematical.

Spatial.

Musical.

Bodily-kinesthetic.

Interpersonal.

Intrapersonal.

Naturalistic.

Existential.

Question 3

Gardner believes that schools should foster all intelligences and be aware of what?

Answer 3

Each individual’s profile of intelligences.

Question 4

According to Sternberg’s Theory of Successful Intelligence, successful intelligence involves what?

Answer 4

Using one’s abilities skillfully to achieve personal goals.

Question 5

Three different kinds of abilities are involved in Sternberg’s Theory of Successful Intelligence. What are they?

Answer 5

Analytic ability: analyzing problems, generating different solutions.

Creative ability: dealing adaptively with novel situations and problems.

Practical ability: knowing what solution or plan will actually work.

Question 6

Psychometricians use patterns of _____ as starting points to answer questions.

Answer 6

Test performance.

Question 7

According to Spearman, test scores provide a measure of what?

Answer 7

General intelligence (g).

Question 8

Thurstone argued for _____.

Answer 8

Specific intelligences.

Question 9

Hierarchical theories such as Carroll’s are a compromise between _____ and _____ theories of intelligence.

Answer 9

General; specific.

Question 10

Define fluid intelligence and crystallized intelligence.

Answer 10

Fluid intelligence: ability to perceive relations among stimuli.

Crystallized intelligence: knowledge and skills accumulated within one’s culture.

Question 11

What is the number of narrow abilities found in data sets analyzed by Carroll?

Answer 11

69

Question 12

Psychometricians specialize in measuring what psychological characteristics?

Answer 12

Intelligence and personality.

Question 13

The CHC Theory of Multiple Intelligence received its name given it is a combination of the research from which three individuals? How many factors were there initially and how many exist today?

Answer 13

Cattell, Horn, Carroll.

Originally 7, now 16.

Question 14

CHC Theory of Multiple Intelligence uses what abilities to measure what?

Answer 14

Broad and narrow abilities; measure of general intelligence (g).

Question 15

Which measurement scale stimulated the development of clinical psychology in the U.S. and elsewhere? Why?

Answer 15

Binet-Simon Scales of Intelligence (1905).

Demonstrated feasibility of mental measurement, led to development of other tests.

Question 16

Binet used _____ to distinguish “bright” from “dull” children.

Answer 16

Mental age.

Question 17

Which scale was the first to give a single intelligence score or “quotient” (IQ)? What is the average IQ?

Answer 17

Stanford-Binet.

Average IQ = 100.

Question 18

Figure weights are a subtest of what intelligence?

Answer 18

Fluid reasoning.

Question 19

Are intelligence tests stable over time?

Answer 19

Do not reliably predict IQ in later childhood, adolescence, or adulthood.

Question 20

IQ scores obtained after what age are better predictors of later scores?

Answer 20

6

Question 21

List the estimate of correlations for the following:

1. Child (1yo) and adult IQ
2. Child (2yo) and adult IQ
3. Child (3yo) and adult IQ

Answer 21

1. 0.25
2. 0.40
3. 0.60

Question 22

When it comes to intelligence tests, the longer the _____, the lower the correlation.

Answer 22

Test-retest interval.

Question 23

The Bayley-III offers subtests in what 5 domains? Which is the newest?

Answer 23

Adaptive behaviour.

Cognitive.

Language.

Motor.

Social-emotional (newest).

Question 24

What two things do intelligence scores predict? Which measures are better predictors of school success?

Answer 24

Results of infant tests can identify children whose development is at risk.

IQ tests reasonable predictors of success in school and the workplace, more complex jobs.

Measures of self-discipline better predictors of school success.

Question 25

Heredity influences _____ of intellectual development.

Answer 25

Patterns.

Question 26

Increase in IQ scores over time is known as the what?

Answer 26

Flynn effect.

Question 27

Children with high test scores typically come from what type of environment?

Answer 27

Well-organized home environment.

Question 28

Asian Canadians have highest scores followed by which three groups? When are these differences reduced and what has this led to?

Answer 28

European, Hispanic, African Canadians.

Differences greatly reduced when comparing groups of similar economic status.

Led to creation of culture-fair intelligence tests.

Question 29

Culture-fair intelligence tests reduce differences, but don’t eliminate them. List three reasons for this.

Answer 29

Stereotype threat: knowledge of stereotypes increases anxiety and reduces performance.

Activities which boost self-worth of certain group members improve test scores.

Test-taking styles must be considered.

Question 30

In intelligence testing, it is not cultural differences per se that act as a biasing factor, but rather what?

Answer 30

Individual’s exposure to the test’s underlying cultural content that affects performance on these tests.

Question 31

List eight strengths of intelligence tests.

Answer 31

Predict success in wide variety of endeavors.

Reveal talents, improve educational opportunities for gifted students.

Standardized ways of comparing a child’s performance with that of other children of similar age.

Measure child’s ability to compete in society in ways that have economic and social consequences.

Provide profile of cognitive strengths and weaknesses.

Predictors of scholastic achievement.

Measure effects of changes associated with special programs, treatments.

Valuable when working with children with disabilities.

Question 32

List seven limitations of intelligence tests.

Answer 32

Provide limited understanding of intelligence.

Used to classify children into stereotyped categories.

Knowledge of IQ may inhibit children’s level of aspiration, affect self-concept.

Do not measure processes underlying child’s response.

Misused as measures of innate capacity.

Limited value in predicting nontest or nonacademic intellectual activity.

Fail to give credit for unconventional, original, or novel responses.

Question 33

Probably the best-known non-traditional aspect of intelligence is what?

Answer 33

Emotional intelligence: ability to use own and others’ emotions to solve problems and live happily.

Question 34

How do you calculate IQ?

Answer 34

IQ = Mental Age/Chronological Age x 100

Question 35

Dynamic testing measures what?

Answer 35

Measures learning potential by having child learn something new in presence of examiner and with examiner’s help.

Question 36

“Gifted” traditionally refers to someone with scores on intelligence tests of at least _____.

Answer 36

130

Question 37

Behaviourally, how do gifted children tend to behave? As adults?

Answer 37

Children often more mature, fewer emotional problems.

As adults, more satisfied with careers, relationships, life in general.

Question 38

Define convergent thinking and divergent thinking. Which is associated with intelligence, and which with creativity?

Answer 38

Convergent: arriving at one correct answer.

Divergent: aim is novel; unusual lines of thought.

Intelligence associated with convergent, creativity with divergent.

Question 39

How can creativity be encouraged in children?

Answer 39

Encouraging children to take risks with ideas, think of alternatives.

Question 40

List the three DSM-5 diagnostic criteria for intellectual disability.

Answer 40

Deficits in intellectual functioning.

Concurrent deficits or impairments in adaptive functioning.

Below-average intellectual and adaptive abilities evident prior to age 18.

Question 41

Intellectual disability is no longer defined on the basis of IQ, but rather what? Define it.

Answer 41

Adaptive functioning: how effectively individuals cope with ordinary life demands and how capable they are of living independently.

Question 42

Describe the prevalence of intellectual disability pertaining to general population, sex, and sociodemographics.

Answer 42

1-3% of population.

Twice as many males as females with mild cases.

Mild cases more prevalent among lower SES and minority groups, equal at higher severity.

Question 43

List three chromosomal abnormalities. Which is the most common?

Answer 43

Fragile-X syndrome is most common cause of inherited ID.

Prader-Willi and Angelman syndromes associated with abnormality of chromosome 15.

Down syndrome usually result of failure of 21st pair of the mother’s chromosomes to separate during meiosis.

Question 44

What are single-gene conditions and how do they relate to intellectual disability?

Answer 44

Inborn errors of metabolism, excesses or shortages of certain chemicals necessary during developmental stages.

Cause of 3-7% of cases of severe intellectual disability.

Question 45

List three neurobiological influences of intellectual disability.

Answer 45

Adverse biological conditions (e.g., infection, trauma).

Fetal Alcohol Spectrum Disorder.

Teratogens.

Question 46

What are the four main criteria for specific learning disorder, per the DSM-5?

Answer 46

Difficulties learning and using academic skills from criteria for at least 6 months.

Affected academic skills substantially below expected for age, confirmed by achievement measures and clinical assessment. For older, history substituted.

Difficulties begin during school-age.

Not better accounted for by other disorder.

Question 47

What are the three specifiers for specific learning disorder?

Answer 47

With impairment in reading.

With impairment in written expression.

With impairment in mathematics.

Question 48

List four elements of background information used to assess learning disability.

Answer 48

Developmental history, school evaluation forms completed by parents and school.

Copies of professional reports, report cards.

Interviews with parents, teachers, child.

Rating scales.

Question 49

Psychoeducational testing includes testing of the following domains: Cognitive / Intelligence; Academic Achievement; Processing Measures. What are the six Processing Measures?

Answer 49

Language.

Phonological processing.

Visual-motor processing.

Memory.

Executive functioning and attention.

Automaticity/fluency.

Question 50

Regarding SLD with impairment in reading, discuss the most common underlying feature, difficulties involved, and core deficits.

Answer 50

Common underlying feature is inability to distinguish or separate sounds in spoken words.

Difficulty learning basic sight words, such as: the, who, what, laugh, said.

Core deficits in decoding rapidly enough to read whole word, coupled with problems reading single, small words.

Question 51

Writing disorders are often associated with problems with eye/hand coordination. This leads to what?

Answer 51

Poor handwriting.

Question 52

Children with writing disorders are likely to do what when writing essays?

Answer 52

Shorter, less interesting, poorly organized essays. Less likely to proofread.

Question 53

SLD with impairment in mathematics may include problems in comprehending _____ or in _____ ability

Answer 53

Abstract concepts; visual-spatial.

Question 54

Describe the prevalence of SLD in general and with each specifier.

Answer 54

2-10% general.

Reading: 5-17% school-age.

Math: 20% with LD (1% of school-age).

Written expression: rare, overlap with reading and math; may affect 10% school-age.

Question 55

What is one neurological cause of LDs? How much does heritability account for?

Answer 55

Difficulties bringing information from various brain regions together to integrate and understand information.

Accounts for 60% of variance.

Question 56

Recent findings suggest two distinguishable types of reading disorder. What are they?

Answer 56

Children who are persistently poor readers.

Children who are accuracy-improved.

Question 57

What are the three main brain areas associated with reading disorder?

Answer 57

Primary auditory cortex.

Auditory association area.

Temporal lobe.

Question 58

Regarding social and psychological causes of SLDs, co-occurring emotional disturbances and other signs of poor adaptive ability play a role. List four of these.

Answer 58

Overlap between dyslexia and ADHD ranges 30-70%.

Reading disorder associated with deficits in phonological awareness.

ADHD has effects on cognitive functioning, especially rote verbal learning and memory.

Some children with learning disorders show symptoms similar to ADHD.

Question 59

Interventions rely primarily on what? What about biological treatments?

Answer 59

Educational and psychosocial methods.

No biological treatments exist.

Question 60

Issues of identifying LDs are important. Why is this?

Answer 60

Brief window of opportunity for successful treatment.

Question 61

Prevention of LDs involves training children in _____ activities at an early age.

Answer 61

Phonological awareness.

Question 62

Which intervention method is best for children with LDs? What should early interventions focus on?

Answer 62

Direct instruction.

Must address phonological and verbal abilities.

Question 63

Use of calculator, speech to text software, note takers are examples of what for children with LDs?

Answer 63

Adaptations.

Question 64

Difficulties in reading individual words is sometimes known as developmental _____, whereas difficulties in mathematics is referred to as developmental _____.

Answer 64

Dyslexia; dyscalculia.