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Clinical Psychology > Chapter 7 > Flashcards

Chapter 7 Flashcards

Assessment of Intellectual and Cognitive Measures

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1
Q

MENSA is an organization that requires members to have an IQ in the __________ of the population.

a. top 10%
b. top 5%
c. top 2%
d. top 1%

A

d. top 1%

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2
Q

Currently, tests of intelligence and related cognitive abilities are considered to be among

a. the psychometrically strongest of the tests that psychologists have developed.
b. the psychometrically weakest of the tests that psychologists have developed.
c. the least controversial of the tests that psychologists have developed.
d. the most confusing of the tests that psychologists have developed.

A

a. the psychometrically strongest of the tests that psychologists have developed.

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3
Q

Binet’s definition of intelligence was ______________, and Wechsler’s definition of intelligence was_________________.

a. more academically focused ; less academically focused
b. designed to assess functioning in school ; designed to predict workplace functioning
c. culturally focused ; culturally adapted
d. focused on verbal skills ; focused on nonverbal skills

A

a. more academically focused ; less academically focused

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4
Q

The definition of intelligence as a person’s global capacity to act purposefully, to think in a rational manner, and to deal effectively with his or her environment, was generated by ______________ and is an example of a definition that focuses upon _______________.

a. Raymond Cattell ; ability related to scholastic/academic tasks
b. David Wechsler ; the context of life more generally
c. Alfred Binet ; ability related to scholastic/academic tasks
d. Charles Spearman ; the context of life more generally

A

b. David Wechsler ; the context of life more generally

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5
Q

Which of the following is not one of the three dominant theoretical models regarding intelligence?

a. Factor models.
b. Correlational models.
c. Hierarchical models.
d. Information processing models.

A

b. Correlational models.

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6
Q

____________ models of intelligence involve two or more factors that are postulated to be at more or less the same structural level, whereas ____________ models are based on the assumption that there are different levels of factors.

a. Hierarchical; correlational
b. Factor; information processing
c. Factor; hierarchical
d. Information processing; correlational

A

c. Factor; hierarchical

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7
Q

_____________ models of intelligence focus on the identification of the processes and operations that reflect how information is handled by the brain.

a. Factor models
b. Correlational models
c. Hierarchical models
d. Information processing models

A

d. Information processing models

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8
Q

The earliest and likely most influential factor model of intelligence was developed by

a. Alfred Binet.
b. David Wechsler.
c. Charles Spearman.
d. Raymond Cattell.

A

c. Charles Spearman.

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9
Q

“g” refers to

a. the common core that all intellectual activities share.
b. unique factors that influence performance.
c. an individual’s overall intelligence score.
d. specific factors that influence performance.

A

a. the common core that all intellectual activities share.

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10
Q

Spearman’s theory of intelligence was known as a

a. one-factor model (general factors).
b. two-factor model (general factors and specific factors).
c. three-factor model (general factors, specific factors and contextual factors).
d. multi-factor model (influence of contextual factors on general and specific factors).

A

b. two-factor model (general factors and specific factors).

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11
Q

Thurstone (1938) is known primarily for introducing

a. the concept of primary mental abilities.
b. a more hierarchical model of intelligence.
c. a theory of multiple intelligences.
d. an information processing model of intelligence.

A

a. the concept of primary mental abilities.

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12
Q

Thurstone proposed that primary mental abilities

a. were distinct.
b. often overlapped.
c. overlapped moderately.
d. measured one factor.

A

a. were distinct.

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13
Q

Raymond Cattell believed that existing intelligence models focused too much on

a. non-verbal and perceptual elements.
b. verbal and school-based tasks.
c. perceptual elements.
d. verbal and perceptual elements.

A

b. verbal and school-based tasks.

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14
Q

Raymond Cattell proposed ____ general factors of intelligence, known as ____________.

a. 2 ; fluid intelligence and genetic intelligence
b. 2 ; fluid intelligence and crystallized intelligence
c. 3 ; fluid, genetic, and crystallized intelligence
d. 3 ; fluid, genetic, and specialized intelligence

A

b. 2 ; fluid intelligence and crystallized intelligence

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15
Q

Fluid intelligence refers to

a. reasoning ability and the capacity to draw upon prior experiences.
b. crystallized intelligence.
c. innate intellectual potential.
d. what has been learned from formal education.

A

c. innate intellectual potential.

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16
Q

_________ intelligence refers to what we have learned in life, both from formal education and general life experiences.

a. Fluid
b. Crystallized
c. Multiple
d. Processing

A

b. Crystallized

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17
Q

Information processing models focus on how people

a. interact with each other.
b. perform during testing.
c. solve problems.
d. both A and C.

A

c. solve problems.

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18
Q

The main interrelated elements in Sternberg’s (1985) triarchic theory are

a. componential, contextual, developmental.
b. compositional, contextual, experiential.
c. componential, contextual, experiential.
d. compositional, contextual, developmental.

A

c. componential, contextual, experiential.

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19
Q

Gardner argued that intelligence tests:

a. should assess more perceptual aspects.
b. should focus on determining the manner in which people process information and solve problems.
c. should assess the full range of different types of intelligence.
d. should focus on academic performance and primary mental abilities.

A

c. should assess the full range of different types of intelligence.

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20
Q

Gardner’s theory of multiple intelligences proposed that

a. there is a single form of intelligence.
b. different types of intelligence are inadequately assessed by traditional tests.
c. it is crucial for assessment of intelligence to be culturally biased.
d. learners have poorly developed auditor skills and therefore don’t like reading or playing word games.

A

d. learners have poorly developed auditor skills and therefore don’t like reading or playing word games.

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21
Q

Intellectual functioning prior to an accident or the onset of a neurological decline is referred to as

a. premorbid IQ.
b. predeficit IQ.
c. precise IQ.
d. general IQ.

A

a. premorbid IQ.

22
Q

Which method(s) is/are used by psychologists to help estimate premorbid IQ?

a. Consulting a client’s achievement records.
b. Testing with measures of ability that are less sensitive to decline.
c. Examining subtests that are least affected by neurological impairment.
d. All of the above.

A

d. All of the above.

23
Q

Giftedness is usually defined as

a. having an intelligence score in the top 2% of the population.
b. having an intelligence score in the top 5% of the population.
c. having an intelligence score in the top 10% of the population.
d. an extreme positive discrepancy between achievement test scores and age-based norms.

A

a. having an intelligence score in the top 2% of the population.

24
Q

To meet criteria for a diagnosis of intellectual disability the individual must have an IQ in the lowest

a. 2% of the population, and show functional impairments.
b. 2% of the population, with or without functional impairments.
c. 10% of the population, and show functional impairments.
d. 10% of the population, with or without functional impairments.

A

a. 2% of the population, and show functional impairments.

25
Q

Contemporary intelligence tests

a. measure the full range of abilities that are included in modern theories of intelligence.
b. focus on academic abilities and are not designed to measure social, emotional and other domains.
c. focus on academic abilities but also measure social, emotional and other domains.
d. focus more on social, emotional, and other domains than on academic abilities.

A

b. focus on academic abilities and are not designed to measure social, emotional and other domains.

26
Q

Wechsler intelligence scales are designed for individuals

a. of all ages.
b. 2 years and 6 months to 90 years.
c. 16 to 90 years.
d. 6 to 90 years.

A

b. 2 years and 6 months to 90 years.

27
Q

Wechsler introduced ________ to measure intelligence.

a. mental age/chronological age
b. deviation scores
c. z-scores
d. t-scores

A

b. deviation scores

28
Q

Mental age refers to the

a. person’s chronological age at the time of the test.
b. average age in the normative sample of those achieving the same test score as the person.
c. average age in the general population of those with a similar level of intelligence.
d. average age in the general population of those with a similar level of cognitive abilities.

A

b. average age in the normative sample of those achieving the same test score as the person.

29
Q

The formula for the Stanford-Binet intelligence quotient is

a. IQ = (MA x CA) x 100.
b. IQ = (MA x CA)/100.
c. IQ = (MA/CA) x 100.
d. IQ = (MA/CA)/100.

A

c. IQ = (MA/CA) x 100.

30
Q

If Andrea’s chronological age is 25 and the average age of those receiving the same test score as she did is 25 years, what is Andrea’s IQ?

a. 75.
b. 100.
c. 110.
d. 120.

A

b. 100.

31
Q

According to the Wechsler scales, if Jose scores one standard deviation above the mean, his IQ is

a. 100.
b. 110.
c. 115.
d. 120.

A

c. 115.

32
Q

Wechsler translated raw scores into standard scores based on a ____________ distribution.

a. bimodal
b. normal
c. multimodal
d. positively skewed

A

b. normal

33
Q

Decades of psychological research on IQ have now conclusively demonstrated that

a. IQ is primarily attributable to heredity.
b. IQ is primarily attributable to environment.
c. IQ is attributable to a complex interaction of heredity and environment.
d. an IQ score and the concept of intelligence are the same thing.

A

c. IQ is attributable to a complex interaction of heredity and environment.

34
Q

In examining research on intelligence, Nisbett et al. (2012) found that:

a. there is evidence that breastfeeding increases IQ for both normal weight infants and infants born prematurely.
b. SES is unrelated to intelligence.
c. children who are deprived of schooling for an extended period do not show IQ deficits when compared to children who have not experienced this gap.
d. there is no evidence of ethnic differences in IQ scores.

A

a. there is evidence that breastfeeding increases IQ for both normal weight infants and infants born prematurely.

35
Q

Perceptual reasoning refers to the ability to:

a. do timed tasks that require the use of information in short-term memory.
b. use visually presented material.
c. quickly process and use new information.
d. comprehend and use verbal material.

A

b. use visually presented material.

36
Q

Wechsler intelligence tests focus on the

a. products of intelligence.
b. processes of intelligence.
c. cause of intelligence.
d. individual’s approach in solving diverse problems.

A

a. products of intelligence.

37
Q

Standardized administration of the Wechsler scales requires that

a. the test be conducted in a stimulating room.
b. the test-taker be given information about the nature of the test.
c. the administrator should sit directly beside the test-taker.
d. the administrator is permitted to give feedback on performance only at the end of each subtest.

A

b. the test-taker be given information about the nature of the test.

38
Q

A series of studies on the Wechsler scales found

a. numerous errors in the scoring of the test, but not administration.
b. numerous errors in the administration of the test, but not scoring.
c. numerous errors in both the administration and scoring of the test.
d. very few errors when clinical psychologists rather than trainee administered the scales.

A

c. numerous errors in both the administration and scoring of the test.

39
Q

The general interpretive strategy recommended for the Wechsler tests, is to

a. move from the specific (such as the factor scores) to the general (such as the full scale IQ) when interpreting results.
b. move from the general (such as the full scale IQ) to the specific (such as the factor scores) when interpreting results.
c. Both A and B (depending on the subscale).
d. interpret the full scale IQ only, as it is a composite of the factor scores.

A

b. move from the general (such as the full scale IQ) to the specific (such as the factor scores) when interpreting results.

40
Q

What best defines fluid intelligence?

a. What we have learned in life, both in formal education and general life experiences.
b. The ability to solve novel problems without drawing on previous experiences or formal learning.
c. Primary mental abilities such as comprehension.
d. Primary mental abilities such as working memory.

A

b. The ability to solve novel problems without drawing on previous experiences or formal learning.

41
Q

Decades of research on the subtest profiles of the Wechsler scales has found that they

a. add little to the prediction of academic achievement.
b. add considerably to the prediction of academic achievement.
c. add considerably to the prediction of learning behaviours.
d. have high internal consistency reliability.

A

a. add little to the prediction of academic achievement.

42
Q

Which of the following is one of the perceptual reasoning subtests on the WAIS-IV?

a. Block Design.
b. Similarities.
c. Comprehension.
d. Symbol Search.

A

a. Block Design.

43
Q

Digit Span, Arithmetic, and Letter-Number Sequencing are subtests of the WAIS-IV that contribute to the ___________ index.

a. processing speed
b. working memory
c. perceptual reasoning
d. verbal comprehension

A

b. working memory

44
Q

Which of the following subtests measures crystallized intelligence?

a. Digit Span.
b. Visual Puzzles.
c. Comprehension.
d. Block Design.

A

c. Comprehension.

45
Q

The WAIS IV has been shown to have ___________ reliability and __________ validity.

a. questionable; questionable
b. questionable; excellent
c. excellent; excellent
d. excellent; questionable

A

c. excellent; excellent

46
Q

To increase the developmental appropriateness of the WISC-V, the developers modified the scale by:

a. creating separation versions for children in pre- to early adolescence and for mid- to older adolescence.
b. including sample and/or practice items within each subtest.
c. including specific phrases for the administrator to use when providing feedback on the child or adolescent’s performance that are developmentally applicable.
d. all of the above.

A

b. including sample and/or practice items within each subtest.

47
Q

On average, IQ levels in developed countries have

a. been decreasing over the past 40 years.
b. been increasing over the past 40 years.
c. remained constant over the past 40 years.
d. increased, but only in girls.

A

b. been increasing over the past 40 years.

48
Q

It has been speculated that the Flynn Effect can primarily be explained by

a. genetic factors.
b. environmental factors.
c. unknown factors.
d. measurement error.

A

b. environmental factors.

49
Q

The Kaufman Assessment Battery for Children and Kaufman Adolescent and Adult Intelligence Test differs from the Wechsler scales in which of the following ways:

a. Focus on how children and adults learn, assessing styles of learning rather than knowledge or skill areas.
b. Identifies gaps between an individual’s potential to learn and what the examinee has actually learned.
c. Uses different subscales that focus on processing and achievement.
d. All of the above.

A

d. All of the above.

50
Q

The Kaufman tests of intellectual ability focus more on

a. specific content areas that measure intellectual functioning.
b. general content areas that measure intellectual functioning.
c. process-based styles of learning.
d. none of the above.

A

c. process-based styles of learning.

51
Q

__________ memory involves general knowledge of words, concepts, and events, whereas ___________ memory deals with the person’s direct experiences.

a. Semantic ; episodic
b. Episodic ; semantic
c. Semantic ; working
d. Episodic ; declarative

A

a. Semantic ; episodic

52
Q

Semantic memory and episodic memory are subtypes of __________ memory.

a. procedural
b. declarative
c. contextual
d. working

A

b. declarative

Clinical Psychology (9 decks)

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