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PSY4310 - FINALS > Intelligence > Flashcards

Intelligence Flashcards

1
Q

True or False: Intelligence consists of the ability to understand simple ideas

A

False; complex

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2
Q

Believed that the most intelligent persons were equipped with the best sensory abilities

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

A. Francis Galton

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3
Q

Subsequent research has shown that there is indeed a ____ correlation between sensory acuity and intelligence test scores

A. Positive
B. Negative
C. Small but positive
D. Small but negative

A

C. Small but positive

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4
Q

The more information enters the senses, the more intelligent a person becomes

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

A. Francis Galton

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5
Q

According to Galton, best way of reviewing is ____

A. Complaining
B. Cramming
C. Note taking
D. Dissecting

A

C. Note taking

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6
Q

Criticized Galton

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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7
Q

Called for more complex measurements of intellectual ability

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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8
Q

Galton wants ____ while Binet wants ____

A. Rest; to study
B. Intellectual assessment; intellectual measurement
C. Intellectual ability, intellectual probability
D. Intellectual aptitude, intellectual overview

A

B. Intellectual assessment; intellectual measurement

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9
Q

You must be able to qualitatively differentiate a person’s skills in the cognitive level

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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10
Q

When we evaluate intelligence, we should

A. Judge the person and their score
B. Cry while interpreting the test
C. Do it in a language the test taker understands
D. Cram and cry and complain (same)

A

C. Do it in a language the test taker understands

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11
Q

Best way to measure intelligence was by measuring aspects of several “qualitatively differentiable” abilities

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

C. David Wechsler

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12
Q

It is not only in academics, but adaptability to the environment is counted as well

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

C. David Wechsler

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13
Q

Triarchic Theory of intelligence

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

D. Robert Sternberg

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14
Q

Intelligence as an evolving biological adaptation to the outside world; as a consequence of interaction with the environment, psychological structures become reorganized.

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

E. Jean Piaget

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15
Q

Problem-solving intelligence

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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16
Q

Analytical giftedness

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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17
Q

Takes apart problems and sees solution not often seen

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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18
Q

Board exams

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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19
Q

Aspect of intelligence that involves the ability to deal with new situations using past experiences and current skills

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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20
Q

Automation

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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21
Q

Applying academic learning

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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22
Q

Application in therapy

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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23
Q

Deals with mental activity involved in attaining fir to context

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

C. Practical or everyday intelligence (Contextual)

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24
Q

Street smart

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

C. Practical or everyday intelligence (Contextual)

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25
Daily life problems A. Analytical or academic intelligence (Componential) B. Creative or General intelligence (Experiential) C. Practical or everyday intelligence (Contextual)
C. Practical or everyday intelligence (Contextual)
26
Learns through instinct and environment A. Sensorimotor B. Preoperational
A. Sensorimotor
27
Reinforcement and punishment A. Sensorimotor B. Preoperational
B. Preoperational
28
**True or False**: The environment contributes to genetics
True
29
Genetics A. Predisposing factors B. Precipitating factors
A. Predisposing factors
30
Specific trigger A. Predisposing factors B. Precipitating factors
B. Precipitating factors
31
Two Factor Theory of Intelligence A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
A. Charles Spearman
32
Multifactor theory A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
B. Edward Lee Thorndike
33
Theory of Structured Intelligence A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
C. Joy Paul Guildford
34
Multiple Factor Theory of Intelligence/Multidimensional Theory A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
D. Louis Leon Thurnstone
35
Multiple Intelligence Theory A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
E. Howard Gardner
36
GC and GF intelligence A. Raymond Cattell B. John L. Horn C. John Carroll D. McGrew-Fanagan
A. Raymond Cattell
37
GV AND GQ MODEL A. Raymond Cattell B. John L. Horn C. John Carroll D. McGrew-Fanagan
B. John L. Horn
38
Three Stratum Theory of Cognitive Abilities A. Raymond Cattell B. John L. Horn C. John Carroll D. McGrew-Fanagan
C. John Carroll
39
CHC Model (Cattell-Horn- Carroll Model or Broad Stratum) A. Raymond Cattell B. John L. Horn C. John Carroll D. McGrew-Fanagan
D. McGrew-Fanagan
40
Focused on identifying the ability or groups of abilities deemed to constitute intelligence A. Factor Analytic Theories B. Factor Analysis C. Spearman D. Group Factors
A. Factor Analytic Theories
41
A group of statistical techniques designed to determine the existence of underlying relationships between sets of variables. A. Factor Analytic Theories B. Factor Analysis C. Spearman D. Group Factors
B. Factor Analysis
42
Postulated the existence of a general intellectual ability factor (g) and specific factors of intelligence (s) A. Factor Analytic Theories B. Factor Analysis C. Spearman D. Group Factors
C. Spearman
43
An intermediate class of factors common to a group of activities but not all; it is neither as general as g nor as specific as s. A. Factor Analytic Theories B. Factor Analysis C. Spearman D. Group Factors
D. Group Factors
44
one’s ability to learn is determined by the number and speed of the bonds that can be marshalled A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
B. Edward Lee Thorndike
45
intelligence can be conceived in terms of 3 clusters of ability **except**: A. Social intelligence B. Conceptual intelligence C. Concrete intelligence D. Abstract intelligence
B. Conceptual intelligence
46
Sought to explain mental activities by deemphasizing or eliminating any reference to g. A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
C. Joy Paul Guildford
47
Believed that there’s no single factor to point out intelligence A. Charles Spearman B. Edward Lee Thorndike C. Joy Paul Guildford D. Louis Leon Thurnstone E. Howard Gardner
C. Joy Paul Guildford
48
Primary Reasoning Ability A. Fluid intelligence B. Crystalized intelligence
A. Fluid intelligence
49
Factual intelligence A. Fluid intelligence B. Crystalized intelligence
B. Crystalized intelligence
50
Ability to solve new problems, to see relationships (analogies), and letter series, use logic in new situations, and identify patterns A. Fluid intelligence B. Crystalized intelligence
A. Fluid intelligence
51
Decreases with age. A. Fluid intelligence B. Crystalized intelligence
A. Fluid intelligence
52
Culture free and nonverbal A. Fluid intelligence B. Crystalized intelligence
A. Fluid intelligence
53
Ability to use learned knowledge and experience A. Fluid intelligence B. Crystalized intelligence
B. Crystalized intelligence
54
Increased with age A. Fluid intelligence B. Crystalized intelligence
B. Crystalized intelligence
55
Intelligence that decline with age; Tend not to return to pre-injury levels following brain damage A. Vulnerable Abilities B. Maintained Abilities
A. Vulnerable Abilities
56
Intelligence that tend not to decline with age; May return to preinjury level following brain damage A. Vulnerable Abilities B. Maintained Abilities
B. Maintained Abilities
57
Approach to studying cognitive in a computer-like fashion or encoding, retention, and retrieval A. Interactionism B. Factor analytic theory C. Information processing view
C. Information processing view
58
Applied in Behaviorism Perspective A. Interactionism B. Factor analytic theory C. Information processing view
C. Information processing view
59
Heredity and environment are presumed to interact and influence the development of one’s intelligence A. Interactionism B. Factor analytic theory C. Information processing view
A. Interactionism
60
Studies the mechanism by which information is processed –how information is processed rather than what is processed. A. Interactionism B. Factor analytic theory C. Information processing view
C. Information processing view
61
An extension of simultaneous and successive processing approach
PASS Model
62
PASS stands for what A. Pasado at Aangat Sa Stats B. Planning Attention Simultaneous Successive C. Pasado D. Polyp Agar Schizophrenia Simulation
B. Planning Attention Simultaneous Successive
63
In infancy, intellectual assessment consists of measuring ____ development A. Sensorimotor B. Preoperational
A. Sensorimotor
64
**True or False**: In older children, intellectual assessment focuses on verbal and performance abilities (e.g., vocabulary or social judgment).
True
65
The first published intelligence test to provide clear administration and scoring instructions.
Stanford-Binet Intelligence Scales
66
The first test to introduce the concept of an alternate item.
Stanford-Binet Intelligence Scales
67
The ratio of the test taker’s mental age divided by his or her chronological age multiplied by 100 to eliminate decimals
Ratio IQ
68
With the ____ edition of the Stanford-Binet, the deviation IQ replaced the ratio IQ. A. Second B. Fourth C. Fifth
A. Second
69
With the ___ edition, a point scale that organized subtests by category of item rather than the age at which most test takers should be able to respond correctly was implemented. A. Second B. Fourth C. Fifth
B. Fourth
70
The ___ edition was designed for administration from ages 2 to 85. A. Second B. Fourth C. Fifth
C. Fifth
71
A comparison of the performance of the individual with the performance of others in the same age in the standardization sample
Deviation IQ
72
Items were grouped by age A. Age scale B. Point scale
A. Age scale
73
Items are organized into subtests by category not by age at which most test takers are presumed capable of responding in the way that is keyed as correct. A. Age scale B. Point scale
B. Point scale
74
Beginning a subtest with a question in the middle range of difficulty
Adaptive testing
75
Wala na me maisip na tanong pero gusto ko over 75 flashcards so sinong pangatlong Robin ni Batman? A. Jason Todd B. Carrie Kelly C. Stephanie Brown D. Tim Drake
D. Tim Drake

PSY4310 - FINALS (7 decks)

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