IQ Flashcards
1
Q
Spearman proposed that all mental tasks require 2 types of abilities, a \_\_\_\_\_\_\_\_ ability, or "g factor," and a \_\_\_\_\_\_\_\_ ability, or "s factor;" the former is common to all intellectual tasks, while the latter applies to particular tasks.
A
General;
specific
2
Q
Thurstone, who developed the method of factor analysis, believed that intelligence was made up of a group of independent factors, which he called Primary Mental Abilities. Identify the 4 Primary Mental Abilities he postulated.
A
- Word fluency; 2.
Memory; 3. Spatial
relationships; 4.
Reasoning
3
Q
According to Guilford, \_\_\_\_\_\_\_\_ thinking refers to one's ability to generate creative and new ideas by exploring numerous solutions, while \_\_\_\_\_\_\_\_ thinking refers to one's ability to synthesize information into a unifying concept in order to solve a problem (e.g., multiple-choice tests, arithmetic).
A
Divergent;
convergent
4
Q
Cattell referred to a person’s capacity to draw
inferences, find meaning in confusion, solve new
problems, and understand complex relationships
as ________ intelligence, which is independent
of culture and training; ________ intelligence
refers to a person’s ability to use skills,
knowledge, and experience and is almost
entirely contingent on cultural and educational
experience.
A
Fluid (impacted most by age and brain damage); crystallized (remains stable with age)
5
Q
What are the 8 "multiple intelligences" proposed by Gardner?
A
Linguistic, bodily-kinesthetic, logical-mathematical, musical, spatial, interpersonal, intrapersonal, and naturalist
6
Q
Based on population parameters, what percentage of differences in IQ scores can be attributed to heredity (nature) compared to environment (nurture)?
A
50% to both, though this does not necessarily hold for a single person
7
Q
The majority of theorists today believe that intelligence develops primarily as a function of what?
A
Interaction between nature and nurture, as opposed to specifically one or the other
8
Q
TRUE or FALSE: Infant intelligence tests generally provide accurate predictions of future adult IQ.
A
FALSE: They are best at predicting future IQ for very low-scoring babies, hence they are used mostly to screen for delayed or abnormal development
9
Q
While similar in terms of general intelligence, what are some of the differences researchers have found between males and females regarding intelligence?
A
Females score higher on tests of verbal skills, males score higher on tests of spatial ability; on the SAT, boys score higher on math and verbal sections
10
Q
Zajonc's \_\_\_\_\_\_\_\_ model states that intellectual stimulation and other family resources available to each child declines as the number of children in a family increases, hence first-born children tend to have greater intellectual abilities than later-born children.
A
Confluence
11
Q
In their book "The Bell Curve," Hernstein and Murray take what position about differences in intelligence between Caucasians and African-Americans?
A
They are due mostly to innate, genetic differences (this idea was criticized for failing to consider environmental factors)
12
Q
TRUE or FALSE: African-American children adopted and raised by Caucasian parents with higher socioeconomic status and intelligence tended to have IQs similar to those of their adoptive parents?
A
TRUE: While their biological parents had average to below average intelligence, the children scored well above the mean for African-American children (supports nurture argument)
13
Q
Who is best known for adapting Binet and Simon's intelligence scales for American use, as well as his studies of gifted children?
A
L.
Terman
14
Q
This test of intelligence uses a hierarchical model of intelligence with a global "g" factor, routing subtests (Vocabulary and Object Series/Matrices), and subtests grouped into content areas (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory); the difficulty of items are adjusted according to the functional level of the examinee.
A
Stanford-Binet,
Fifth Edition
(SB5)
15
Q
What is the difference between a "ratio IQ" (as used by early versions of the Stanford-Binet) and "deviation IQ?"
A
Ratio IQ compares mental age to chronological age, while deviation IQs are standardized and share the same mean and standard deviation across ages (permits comparison across age groups)
16
Q
What test is designed to assess the intelligence of children between the ages of 6 years and 16 years, providing 4 index scores (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed), individual subtest scores, and a Full-Scale IQ?
A
Wechsler
Intelligence Scale
for Children, 4th
Edition (WISC-IV)
17
Q
This test might be used to measure the cognitive functioning of a child between the ages of 2 years, 6 months and 7 years, 3 months?
A
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
18
Q
What WAIS-IV index is consists of the Similarities, Vocabulary, Information, and Comprehension subtests?
A
Verbal
Comprehension
Index (VCI)
19
Q
The \_\_\_\_\_\_\_\_ on the WAIS-IV is made up of the Arithmetic, Digit Span, and Letter-Number Sequencing subtests.
A
Working
Memory
Index (WMI)
20
Q
On the WAIS-IV, the Block Design, Matrix Reasoning, Visual Puzzles, Picture Completion, and Figure Weights subtests make up what index?
A
Perceptual
Reasoning
Index (PRI)
21
Q
This WAIS-IV index consists of the Symbol Search, Coding, and Cancellation subtests.
A
Processing
Speed
Index (PSI)
22
Q
Of the Verbal Comprehension subtests on the WAIS-IV, \_\_\_\_\_\_\_\_ measures abstract verbal reasoning and verbal concept formation; \_\_\_\_\_\_\_\_ most accurately measures general intelligence; \_\_\_\_\_\_\_\_ measures long-term memory and crystallized intelligence acquired from cultural experience; and \_\_\_\_\_\_\_\_ measures judgment, insight, and common sense.
A
Similarities;
Vocabulary;
Information;
Comprehension
23
Q
Of the Working Memory subtests on the WAIS-IV, \_\_\_\_\_\_\_\_ measures reasoning ability, concentration, memory, and math abilities; \_\_\_\_\_\_\_\_ measures attention, concentration, short-term memory, and immediate auditory recall; and \_\_\_\_\_\_\_\_ measures attention and working memory.
A
Arithmetic; Digit
Span;
Letter-Number
Sequencing
24
Q
Of the Perceptual Reasoning subtests on the
WAIS-IV, ________ measures visual-motor
coordination, visual-spatial comprehension, and
nonverbal concept formation; ________
measures nonverbal reasoning and is one of the
best general intelligence measures among the
performance subtests; ________ measures
spatial reasoning skills; ________ measures
visual organization, long-term visual memory,
concentration, and reasoning; and ________
measures analogical and quantitative reasoning.
A
Block Design; Matrix Reasoning; Visual Puzzles; Picture Completion; Figure Weights
25
```
Of the Processing Speed subtests
on the WAIS-IV, ________
measures psychomotor speed,
short-term memory, and
visual-motor coordination;
________ measures scanning
speed and visual
perception/analysis; and ________
measures visual-perceptual speed.
```
Coding; Symbol
Search;
Cancellation
26
```
TRUE or FALSE: The
Stanford-Binet and
WAIS-IV are equally as
useful for testing
individuals with profound
mental retardation or who
are extremely gifted?
```
FALSE: The
Stanford-Binet
is more useful
27
```
When interpreting a WAIS-IV
completed by a patient with
Alzheimer's Disease, it is likely
their scores on the ________
and ________ indices will be
significantly better than their
scores on the ________ and
________ indices.
```
Verbal Comprehension;
Working Memory;
Perceptual Reasoning;
Processing Speed
28
```
This test measures the cognitive
ability of children from 3 to 18 years
of age and was designed to be free
of cultural bias by minimizing verbal
instructions and responses; scores
are provided on the following 5
scales: Simultaneous, Sequential,
Planning, Learning, and
Knowledge.
```
```
Kaufman
Assessment
Battery for
Children, 2nd
Edition (K-ABC-II)
```
29
```
This test, used for those between 4
and 90 years-old, can be used to
compare verbal and nonverbal
abilities, screen for gifted students,
estimate the intelligence of people
in institutionalized settings, and
reevaluate people already given an
IQ test.
```
Kaufman Brief
Intelligence
Test, 2nd
Edition (KBIT-2)
30
```
This might be used to measure
a student's planning, attention,
simultaneous processing, and
sequential processing in order
to assess for academic
strengths and weaknesses, as
well as develop educational
interventions.
```
Cognitive
Assessment
System (CAS)
31
The ________ is used to assist in
identifying children (from 5 to 17 years,
11 months) at risk of academic failure or
those who may need additional testing;
the ________ is used as a brief
screening test of crystallized verbal
intelligence for ages 4 through 65 whose
IQ range from 36 to 164, and it is
appropriate for visually impaired of blind
individuals.
```
Slosson Intelligence
Test - Primary
(SIT-P-1); Slosson
Intelligence Test for
Children and Adults
(SIT-R3)
```
32
The ________ is a comprehensive, individually
administered, clinical instrument for assessing
specific cognitive abilities that are important to
learning and providing profiles of strengths and
weaknesses. It is used for people between 2
ears 6 months through 17 years 11 months and
measures abilities using a cognitive battery and
an achievement, or diagnostic, battery.
Differential
Ability Scales
(DAS-II)
33
This test contains 2 distinct, co-normed
batteries, one assessing scholastic
aptitude and oral language, the other
measuring general intellectual ability and
specific cognitive abilities; comparing the
ability/achievement discrepancies (after
administering both batteries) is a
common method for evaluating a
person's eligibility for special programs.
```
Woodcock-Johnson III,
which consists of the
Tests of Achievement
(WJ III) and Tests of
Cognitive Abilities (WJ
III COG)
```
34
```
Utilizing both observations of infant
and child activities as well as
information provided by caretakers,
this test measures development in
the areas of motor, adaptive,
language, and personal-social
functions for children between 4
weeks and 6 years of age.
```
Gesell
Developmental
Schedules
35
```
Viewed by many psychologists as one of
the best assessment measures of infant
development, the ________ is used to
identify developmental delays and plan
intervention strategies for children aged 1
to 42 months; the battery includes the
following 5 subtests: cognitive, language,
motor, social-emotional, and adaptive
behavior.
```
Bayley Scales
of Infant
Development
36
```
Based on direct observation of a
child's performance and assessing
4 developmental domains
(personal-social, language, fine
motor adaptive, and gross motor),
this test is used to screen for
developmental delays in children
from birth to 6 years-old; often used
by medical practitioners.
```
Denver
Developmental
Screening Test
II (Denver II)
37
```
All measuring one's ability and
competency to meet expected standards
of personal independence and social
responsibility, these are some of the
measures that might be used to aid in the
diagnosis and treatment planning of
people with mental retardation, autism
spectrum disorders, brain injury, ADHD,
or dementia.
```
```
Vineland Adaptive
Behavior Scales, AAMD
Adaptive Behavior
Scales, Adaptive
Behavior Inventory for
Children
```
38
```
What nonverbal test of
intelligence consists of the
examiner showing pictures and
giving a stimulus word, and the
examinee subsequently
indicating (verbally or
nonverbally) which picture best
represents the word?
```
The Peabody
Picture Vocabulary
Test - 3rd Edition
(PPVT-III)
39
```
During this test, examinees are
presented with a set of pictures
and asked to indicate which
one does not fit with the others;
it is useful for children with
sensorimotor disorders (e.g.,
cerebral palsy) and speaking or
reading difficulties.
```
Columbia
Mental
Maturity Scale
40
```
What nonverbal test
might be used to assess
the intelligence of a
partially-sighted or blind
person 16 years or
older?
```
Haptic
Intelligence
Scale
41
```
Developed to assess the
intelligence of deaf or hard
of hearing children aged 3
to 17 years, the ________
consists of 12 nonverbal
subtests.
```
The
Hiskey-Nebraska
Test of Learning
Aptitude
42
```
This would be a good test to
administer a child who recently
arrived from a non-English
speaking country, as it involves
no spoken instructions and
involves matching picture
response cards to the same
pictures on an easel.
```
Leiter International
Performance Scale
- Revised
(Leiter-R)
43
```
TRUE or FALSE: The
attempt to design tests
of intelligence that are
free of cultural bias has
been largely
unsuccessful.
```
```
TRUE: Experts agree
that even nonverbal
tests rely on logic,
which is itself
influenced by culture
```
44
Often included in neuropsychological
batteries and used to assess perceptual
ability and spatial logic, the ________
consists of giving the examinee a series
of designs and asking them to indicate
from a group of alternatives what the next
matrix should be in order to complete the
overall set; it is viewed as "culture-fair."
Raven's
Progressive
Matrices
45
This culturally-fair method of assessment
involves administering an adaptive
behavior scale, sociocultural scales, the
WISC-IV (or WPPSI-III), the
Bender-Gestalt, physical dexterity tasks,
and obtaining a health history; it has
been standardized for use with
Caucasian, Latino, and African-American
groups.
```
System of
Multicultural
Pluralistic
Assessment
(SOMPA)
```
46
```
These types of tests are
typically used in situations
where time is limited and/or
individualized testing would be
too costly; for example, the
U.S. Military utilizes such
testing to help determine recruit
placement.
```
```
Group intelligence tests
(e.g., Otis-Lennon
School Ability Test,
Cognitive Abilities Test,
Wonderlic Personnel
Test)
```
47
```
Tests of ________ measure
limited, defined, and
homogenous groups of abilities
and serve to predict future
behavior, while ________ tests
measure what a person has
learned as the result of a
program.
```
Aptitude;
| achievement
48
```
What is another
term used to
describe what a
person has already
learned?
```
Developed
capacity
(measured by
achievement tests)
49
This term refers to the notion that there is
a generalized test-taking skill
independent of a person's overall IQ,
anxiety level, achievement orientation, or
motivation; experts have suggested it is
nothing more than the application of the
person's general cognitive ability to the
test-taking task.
Test-wiseness
50
```
The APA's ________ presents required
and recommended guidelines for test
construction, publication, dissemination,
interpretation, and use; the ________
includes critical reviews of most
English-language psychological,
educational, and vocational tests,
including their reliability and validity.
```
```
Standards for
Educational and
Psychological Tests;
Mental Measurement
Yearbooks (MMY)
```
51
```
A school ________ tends
to focus primarily on
assessment, while a
school ________ is most
likely to work with parents
and teachers to assist in
helping the child.
```
Psychologist;
| consultant
52
```
The purpose of this type of
educational assessment is to
help identify progress in terms
of the existing curriculum and
any change in instruction that
would aid the student's
progress in completing the
curriculum.
```
Curriculum-based
Measurement
(CBM)
53
```
What teaching method encourages
students to select their own activities
from an environment that has numerous
self-teaching toys and materials, deems
external reinforcement unnecessary due
to students' natural motivation to learn,
and involves very little didactic group
teaching (i.e., lecturing)?
```
The Montessori
Teaching
Method
54
```
Initiated by the government in 1965,
this project was designed to
intervene for children of poverty by
providing a year of preschool,
nutritional and medical services,
and parent involvement in
education and program
administration; research has shown
it to be largely successful.
```
Head Start
| Program
55
```
Grouping children in classrooms
based on their ability level is
referred to as ________, which has
been shown to have significant
negative effects on low to moderate
achieving students and few to no
positive effects for high achievers.
```
Ability
| tracking
56
TRUE or FALSE:
Teachers tend to
pay more attention
to girls than boys.
```
FALSE: Research
suggests boys receive
more attention, perhaps
as a result of their
higher likelihood of
acting-out in class
```
57
```
In this type of cooperative learning
environment, students are split into
competency groups, each student
in the group is given a list of
subtopics to research, then
students are responsible for
teaching what they have learned to
the rest of the group.
```
Jigsaw
| classroom
58
```
What legally defined
the rights of disabled
children to equal
access to public
education?
```
```
Education for All
Handicapped Children Act
(EHA), which has since
been reworked and
renamed Individuals with
Disabilities Education Act
(IDEA)
```
59
```
This legally gave parents
the right of access to their
childrens' educational
records, as well as the
ability to challenge any
content thereof.
```
```
The Family
Educational Rights
and Privacy Act
(aka the Buckley
Amendment)
```
60
```
Developed from the Americans
with Disabilities Act
requirement that students be
assigned to the least restrictive
environment, ________ refers
to placing disabled students in
regular classes for all or part of
the school day.
```
Mainstreaming
61
The legal case
of Larry P. v.
Riles dealt with
what?
The use of aptitude
tests to determine
placement of
minority children
