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Psychology for Educators – C913 (complete) > Chapter 4 (study) > Flashcards

Chapter 4 (study) Flashcards

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1
Q

Intelligence is something we can measure

what you know, what you don’t know, how you behave

A

Psychometric

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2
Q

How fast does your processor work?

How quick are you on the uptake?

A

Neurological efficacy and adaptability

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3
Q

Do you have street smarts?

Are you street intelligent?

A

Use of different capabilities to adapt to life’s everyday demands.

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4
Q

The ability to learn, to reason well, to solve novel problems, and to deal effectively with the challenges (often predictable) that confront one in daily life.

A

General intelligence definition

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5
Q

Affects performance on all intellectual tests
(if your smart, your smart at everything)

a. Wechsler’s Global Intelligence.
b. Spearman’s General Intelligence.
c. Sternberg’s Successful intelligence
d. Gardner’s theory of multiple intelligence.

A

b. Spearman’s General Intelligence.

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6
Q

Global capacity of individuals to act purposefully, think rationally, and deal effectively with the environment in which they find themselves.

a. Wechsler’s Global Intelligence.
b. Spearman’s General Intelligence.
c. Sternberg’s Successful intelligence
d. Gardner’s theory of multiple intelligence.

A

a. Wechsler’s Global Intelligence.

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7
Q

Design lessons and assessments that call for the use of analytical ability, creative ability, practical ability, and memory ability for all subjects.

A

Sternberg’s Triarchic Theory of Successful Intelligence

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8
Q

Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning

A. Bodily-Kinesthetic
B. Intrapersonal
C. Logical-Mathematical
D. Linguistic

A

C. Logical-Mathematical

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9
Q

Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language

A. Bodily-Kinesthetic
B. Intrapersonal
C. Logical-Mathematical
D. Linguistic

A

D. Linguistic

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10
Q

Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness

a. Musical
b. Spatial
c. Interpersonal
d. Naturalist

A

a. Musical

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11
Q

Capacities to perceive the visual-spatial worlds accurately and to preform transformations on one’s initial
Perceptions.

a. Musical
b. Spatial
c. Intrapersonal
d. Naturalist

A

b. Spatial

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12
Q

Abilities to control one’s body movements and to handle objects skillfully.

A. Bodily-Kinesthetic
B. Intrapersonal
C. Logical-Mathematical
D. Linguistic

A

A. Bodily-Kinesthetic

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13
Q

Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people

a. Musical
b. Spatial
c. Interpersonal
d. Naturalist

A

c. Interpersonal

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14
Q

Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior

A. Bodily-Kinesthetic
B. Intrapersonal
C. Logical-Mathematical
D. Linguistic

A

B. Intrapersonal

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15
Q

Ability to recognize and classify the plants and animals of one’s environment and their relationships on a logical, justifiable basis.

a. Musical
b. Spatial
c. Interpersonal
d. Naturalist

A

d. Naturalist

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16
Q

In a problem-solving situation, the students prefer to spend more time collecting information and analyzing its relevance to the solution before offering a response

A. Reflective
B. Impulsive

A

A. Reflective

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17
Q

In a problem-solving situation, the student responds quickly with little collection or analysis of information

A. Reflective
B. Impulsive

A

B. Impulsive

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18
Q

A person’s perception of and thinking about a task or problem are strongly influenced by such contextual factors as additional information and other people’s behaviors.

a. Field-Dependent
b. Field-Independent

A

a. Field-Dependent

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19
Q

A person’s perception of and thinking about a task or problem are influenced more by the person’s knowledge base than by the presence of additional information or other people’s behavior

a. Field-Dependent
b. Field-Independent

A

b. Field-Independent

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20
Q

prefer to formulate their own rules and plans. Imagine the possibilities. The ones who are making the rules.

a. Executive
b. Legislative
c. Judicial
d. Monarchic

A

b. Legislative

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21
Q

prefers to follow already established rules and guidelines.

a. Executive
b. Legislative
c. Judicial
d. Monarchic

A

a. Executive

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22
Q

prefer to compare things, make evaluations about quality, worth and effectiveness.

a. Executive
b. Legislative
c. Judicial
d. Monarchic

A

c. Judicial

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23
Q

prefer to work on one task at a time or to use a single approach to tasks.

a. Executive
b. Legislative
c. Judicial
d. Monarchic

A

d. Monarchic

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24
Q

prefers to have several tasks to work on and they decide what they want to do first, second, third and fourth.

a. Hierarchic
b. Oligarchic
c. Anarchic
d. Global

A

a. Hierarchic

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25
Q

prefers to have several tasks to work on and they’re all treated equally.

a. Hierarchic
b. Oligarchic
c. Anarchic
d. Global

A

b. Oligarchic

26
Q

prefers completely unstructured random approach to learning. Generally does not have a lot of rules, procedures, or guidelines.

a. Hierarchic
b. Oligarchic
c. Anarchic
d. Global

A

c. Anarchic

27
Q

want big overall view of the task before you get started on work.

a. Hierarchic
b. Oligarchic
c. Anarchic
d. Global

A

d. Global

28
Q

prefers to work on the details before they work.

a. local
b. internal
c. external
d. liberal
e. conservative

A

a. local

29
Q

tends to like to work alone.

a. local
b. internal
c. external
d. liberal
e. conservative

A

b. internal

30
Q

tend to like to work with other people.

a. local
b. internal
c. external
d. liberal
e. conservative

A

c. external

31
Q

prefers to work out their own solutions to a problem.

a. local
b. internal
c. external
d. liberal
e. conservative

A

d. liberal

32
Q

prefers to do things according to established rules and procedures

a. local
b. internal
c. external
d. liberal
e. conservative

A

e. conservative

33
Q

Visual-spatial ability, mathematical operations and college entrance

a. male high test score
b. female high test score

A

a. male high test score

34
Q

Memory, language use.

a. male high test score
b. female high test score

A

b. female high test score

35
Q

Course selection: Math and science (boys)
Career choices: familiarity with and interest in tools of science, perceived self-efficacy, competence-related expectation communicated by parents and teachers.
Class participation: “loss of voice” girls tend to feel like they won’t be attended to so they choose not to bring something up vocally.

A

What are some of the gender-related barriers to instruction?

36
Q

What do IQ scores measure?

a. cognitive processes	
b. aptitude for a particular profession	
c. multiple intelligences	
d. practical abilities
A

a. cognitive processes

37
Q

Check My Work
What limits the validity of intelligence tests?

a. Intelligence remains stable through the lifetime.	
b. Tests account for motivation but not conscientiousness.	
c. Discipline is measured by intelligence tests.	
d. Intelligence can only be indirectly measured by testing.
A

d. Intelligence can only be indirectly measured by testing.

38
Q

The triarchic theory of intelligence:

a. is measured by the Stanford-Binet IQ test.	
b. includes practical, creative, and analytical abilities.	
c. describes eight distinct forms of intelligence.	
d. indicates stylistic preferences for learning.
A

b. includes practical, creative, and analytical abilities.

39
Q

What would students be most likely to do during a lesson that emphasizes the triarchic theory of intelligence?

a. repeat factual information	
b. use rote learning techniques	
c. create new projects	
d. take IQ tests
A

c. create new projects

40
Q

Rather than using textbook material in the classroom, a high school science teacher takes students outside to classify the trees in the community. How is the teacher’s method related to multiple intelligences theory?

a. It makes learning earth science fun.	
b. It stimulates students’ interpersonal intelligence.	
c. It combines naturalist and logical-mathematical abilities.	
d. It strengthens general intelligence.
A

c. It combines naturalist and logical-mathematical abilities.

41
Q

What activities might be included in a social studies lesson on the Civil War using a triarchic perspective to address students’ intelligences?
Choose 4

A. memorizing the factors that led to the Civil War
B. assessing learning by traditional intelligence tests
C. comparing, contrasting, and evaluating both sides of an argument
D. writing of a journal entry of a Union or Confederate soldier
E. discussing of the applicability of the lessons of the Civil War to today

A

A. memorizing the factors that led to the Civil War
C. comparing, contrasting, and evaluating both sides of an argument
D. writing of a journal entry of a Union or Confederate soldier
E. discussing of the applicability of the lessons of the Civil War to today

42
Q

Teachers who agree with MI theory would avoid:

a. using paper and pencil intelligence tests.	
b. assignments that relied on students’ linguistic intelligences.	
c. appealing to students’ interpersonal intelligences.	
d. tasks that involved different avenues for learning.
A

a. using paper and pencil intelligence tests.

43
Q

What is Robert Sternberg’s view of technology?

a. Technology has little impact on what and how students learn.	
b. Technology tools engage naturalist intelligence.	
c. Technology can enable people to develop their intelligence.	
d. Computer simulations require memorization.
A

c, . Technology can enable people to develop their intelligence.

44
Q

When John is presented with a task for which he has no ready response, he prefers to collect information systematically and take his time to analyze its relevance before offering a solution. What is most likely John’s learning style preference?

a. impulsive	
b. reflective	
c. field-independent	
d. judicial
A

b. reflective

45
Q

A field-independent learning style is best described as the capacity to:

a. read a map.	
b. follow the structure and sequence of a textbook.	
c. reorganize ideas into new configurations.	
d. easily mingle with people in a social setting.
A

c. reorganize ideas into new configurations.

46
Q

Jacob, Dawn, Sofia, and Liam decide to raise money for charity. Sofia takes the lead in creating a plan that includes the amount of money to be raised, a slogan, and advertising materials. What self-government style does Sofia most likely have?

a. executive	
b. legislative	
c. judicial	
d. internal
A

b. legislative

47
Q

How does gender affect performance on tests of cognitive functioning and achievement?

a. Gender differences are statistically insignificant.	
b. Gender differences are averages and may eventually disappear.	
c. Females outscore males in math reasoning.	
d. Males outscore females on language skills.
A

b. Gender differences are averages and may eventually disappear.

48
Q

A teacher reminds a girl to raise her hand and wait to be called on, but when a boy calls out an answer, the teacher listens and accepts the boy’s response. What might an observer say about the teacher’s actions?

a. The teacher was correct because boys need to be encouraged to speak out.	
b. The teacher showed gender bias in reprimanding the girl and not the boy.	
c. The teacher treated the boy and girl appropriately.	
d. Boys are typically punished more severely than girls for the same infraction, so the teacher’s reaction was acceptable.
A

b. The teacher showed gender bias in reprimanding the girl and not the boy.

49
Q

Why should early childhood educators be concerned about gender bias?

a. Boys need to be prodded and cajoled to succeed academically.	
b. More girls are entering careers in science and mathematics.	
c. Exposure to gender bias begins early in a child’s school life.	
d. Preschool girls are less likely to jump, climb, throw, or dig.
A

c. Exposure to gender bias begins early in a child’s school life.

50
Q

Adolescent males and females both tend to refrain from expressing their true beliefs and opinions to others who are not of their same age and gender. What do researchers call this phenomenon?

a. finding one’s voice	
b. loss of voice	
c. expression of voice	
d. vocal range
A

b. loss of voice

51
Q

IQ scores are:

a. life-long indications of intelligence.	
b. changeable with experience or training.	
c. an absolute measure of cognitive ability.	
d. field-independent.
A

b. changeable with experience or training.

52
Q

Which of Howard Gardner’s intelligences would likely be strongest in a person who works as a botanist?

a. naturalist	
b. linguistic	
c. bodily-kinesthetic	
d. intrapersonal
A

a. naturalist

53
Q

What career would a person with strong bodily-kinesthetic intelligence be likely to select?

a. scientist	
b. poet	
c. entomologist	
d. athlete
A

d. athlete

54
Q

What characteristics are not included in Howard Gardner’s theory of multiple intelligences?

a. logical-mathematical and linguistic	
b. interpersonal and intrapersonal	
c. spatial and bodily-kinesthetic	
d. executive, judicial, and legislative
A

d. executive, judicial, and legislative

55
Q

Technology tools are necessary to improve students’ logical-mathematical intelligence.

a. True
b. False

A

b. False

56
Q

What does Robert Sternberg consider to be an example of wisdom?

a. saying no to drugs and alcohol	
b. recognizing and acting compatibly in various environments	
c. earning good grades in school subjects and having a high IQ	
d. earning a high salary working in technology
A

b. recognizing and acting compatibly in various environments

57
Q

A learning style is a consistent preference for perceiving, thinking about, and organizing information in a particular way.

a. True
b. False

A

a. True

58
Q

A teacher who is interested in activating students’ repertoires of learning styles might vary instructional techniques and assessments because:

a. students get bored easily and need excitement.	
b. student learning styles remain constant over time.	
c. learning style preferences change and may expand.	
d. judicial and legislative styles require working memory
A

c. learning style preferences change and may expand.

59
Q

Teachers who react differently to male and female student behavior are likely operating from traditional gender role stereotypes.

a. True
b. False

A

a. True

60
Q

How are students likely to be affected by a teacher using traditional gender role stereotypes?
Choose 3

a. Females are expected to be orderly and obedient.
b. Males are punished less severely for infractions.
c. Males are more likely to have called-out answers accepted.
d. Females are more likely to be impulsive and unruly.
e. Males receive more extensive feedback than females.

A

a. Females are expected to be orderly and obedient.
c. Males are more likely to have called-out answers accepted.
e. Males receive more extensive feedback than females.

Psychology for Educators – C913 (complete) (15 decks)

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