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102 chap 10 questions intelligence > psych 102 > Flashcards

psych 102 Flashcards

1
Q

what is Intelligence?

A

the ability to learn and the ability to meet the demands of the environment effectively.

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2
Q

metacognition

A

the ability to understand and control one’s mental activities.

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3
Q

what is factor analysis and who developed?

A

is a way to look at a lot of information and find patterns or groups. It helps to see which things are similar and can be combined together. (Charles Spearman)

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4
Q

g factor vs s factor

A

The g factor is a general intelligence that supports all areas of mental ability, according to Spearman’s two-factor theory.

The s factor is a specific intelligence tied to a unique skill or mental ability within Spearman’s theory.

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5
Q

triarchic theory of intelligence

A

Sternberg’s theory that intelligence is made up of
three interacting components: internal, external, and experiential components

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6
Q

bioecological model of intelligence

A

Ceci’s theory says that intelligence comes from how our natural abilities combine with our environment and our motivation. It means that how smart someone can be depends on what they’re born with, where they live, and how much they want to learn and succeed.

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7
Q

According to Stephen Ceci’s Bioecological Theory of Intelligence, what two factors interact to shape an individual’s intelligence?

A

Innate abilities and environmental resources

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8
Q

Name four of Gardner’s intelligences. What are some of the concerns about Gardner’s definition of intelligence(s)?

A
  1. linguistic intelligence
  2. logical-mathematical intelligence
  3. musical intelligence
  4. interpersonal intelligence. Concerns about his definition include that it may broaden the concept of intelligence too much, making it difficult to measure or assess and potentially diluting the value of traditional IQ tests.
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9
Q

What are the main features that interact to produce intelligence in Ceci’s theory?

A

innate abilities, environmental resources and developmental factors

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10
Q

psychometric approach

A

an approach to defining intelligence that attempts to measure intelligence with carefully constructed psychological tests.

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11
Q

What is the definition of reliability in psychological testing?

A

Reliability is how consistent a test is. If you take the same test again, a reliable test will give you similar scores.

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12
Q

reliability vs validity in the context of intelligence tests.

A

Reliability is about getting the same results every time you take the test. Validity is about whether the test actually measures what it says it measures (like intelligence).

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13
Q

What is content validity, and why is it important in measuring intelligence tests?

A

Content validity means checking if a test measures what it’s supposed to measure. It’s important for intelligence tests because it ensures that the test covers all the important parts of intelligence and not just some parts. This helps make sure the test results are accurate and meaningful.

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14
Q

What is a validity coefficient, and why is it important?

A

a number that shows how well a test measures what it is supposed to measure. It helps us see if the test results are meaningful and can predict other outcomes. For example, if a test has a high validity coefficient, it means the test is good at predicting how well someone will do in school.

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15
Q

What is predictive validity, and why is it important?

A

how well a test can predict future performance or outcomes based on test scores. For example, if a test is good at predicting how well students will do in college, it has strong predictive validity. This is important because it helps ensure that tests are useful in making decisions about education or job placements.

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16
Q

What is standardization in testing, and why is it important?

A

giving a test to a large group of people to create a normal set of scores. This helps ensure that everyone takes the test under the same conditions and uses the same scoring system. It is important because it allows us to compare individual scores to the average scores, making it fair and reliable.

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17
Q

What is normal distribution, and why is it important in intelligence testing?

A

way to show how scores are spread out in a group. Most people score around the average, and fewer people score very high or very low. This is important in intelligence testing because it helps to compare an individual’s score with the scores of others. It allows us to see where someone stands in relation to the average score.

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18
Q

What was Binet’s test, and what was its purpose?

A

Chronological age is the actual age of a person based on their date of birth, and in Binet’s test, it is compared to the child’s mental age (how well they perform on the test) to assess their developmental progress and determine if they may need additional support in their education. intelligence test designed to measure a child’s cognitive abilities compared to others of the same age.

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19
Q

What are the components of the WAIS and WISC intelligence tests? Give a couple of examples of what is measured on each component.

A

WAIS (Wechsler Adult Intelligence Scale) measures skills like verbal comprehension and perceptual reasoning. For example, it can test how well someone understands words or solves puzzles.

WISC (Wechsler Intelligence Scale for Children) measures similar skills for kids, like understanding stories or solving visual problems.

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20
Q

What are some of the ways in which intelligence tests have been shown to be culturally biased?

A

intelligence tests can be biased because they may use language, examples, or knowledge that is more familiar to some cultures than others. This can make it harder for people from different backgrounds to score well, even if they are intelligent.

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21
Q

What does the concept of stereotype threat suggest about the situations in which people are tested?

A

Stereotype threat means that if someone worries about being judged based on a stereotype (like their race or gender), it can affect their performance on tests. They may do worse because they feel pressure or anxiety.

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22
Q

What are some proposed causes of the Flynn effect?

A

Some reasons for the Flynn effect might include better education, improved nutrition, and more access to information. These factors could help people think better and score higher on IQ tests over time.

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23
Q

What is emotional intelligence?

A

the ability to understand and manage your own feelings and the feelings of others. It helps people recognize emotions, control their reactions, and build better relationships. (often measured using tests or assessments that ask questions about how you handle emotions, both yours and others’)

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24
Q

How does Robert Sternberg describe wisdom in relation to his triarchic theory of
intelligence?

A

describes wisdom as the ability to apply knowledge and experience to solve real-world problems. In his triarchic theory of intelligence, he connects wisdom to his three types of intelligence: analytical (thinking skills), creative (finding new solutions), and practical (using knowledge in everyday life). Wisdom involves using all these types effectively to make good decisions and help others.

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25
Q

What are some factors that affect creativity?

A

environment, mindset, knowledge, diverse experiences, and stress levels.

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26
Q

Suppose you were given the job of making up a test to assess social intelligence. What kinds of questions would you include on the test? How would the development of your test be influenced if it focused on social intelligence and the
use of social media?

A

To assess social intelligence, I would ask questions about understanding feelings, solving conflicts, and managing friendships. If the test focused on social media, I would include questions about reading emotions in texts, following online rules, and handling relationships online.

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27
Q

What role does heritability play in understanding intelligence, and how does it relate to environmental factors?

A

Heritability shows how much of a person’s intelligence is due to genetics. It means that some parts of intelligence come from family traits. However, the environment also matters a lot. For example, good schools and supportive families can help increase intelligence. So, both genes and environment work together to shape a person’s intelligence.

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28
Q

What is the heritability coefficient, and what does it indicate about the influence of genetics on intelligence?

A

he heritability coefficient measures how much of the differences in intelligence among people in a group can be explained by genetics. A higher heritability coefficient means that genetics has a larger impact on intelligence, while a lower coefficient suggests that environmental factors play a bigger role.

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29
Q

What are the main arguments of The Bell Curve?

A

The Bell Curve argues that intelligence is mainly influenced by genetics and that there are
The Bell Curve argues that intelligence affects success in life, is partly genetic, and leads to social divides

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30
Q

About what percentage of intelligence is thought to be genetically determined, and what evidence supports this claim?

A

Experts think that about 50% to 80% of intelligence is influenced by genetics. This is supported by studies of twins and families, which show that people who are closely related tend to have similar IQ scores.

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31
Q

What types of environmental factors have been shown to affect intelligence?

A

Environmental factors that can affect intelligence include the quality of education, family support, socioeconomic status, nutrition, and exposure to stimulating activities. These factors can help improve or limit a person’s intellectual development.

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32
Q

Which of the following areas is not included in the definition of intelligence?
a. ability to communicate
b. ability to learn
c. ability to meet the demands of the environment
d. ability to understand and control our own mental activities

A

A

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33
Q

Which theory of intelligence could be described as most inclusive (meaning, considers the largest number and range of factors as part of the definition of intelligence)?
a. Ceci’s bioecological theory of intelligence
b. Gardner’s theory of multiple intelligences
c. Spearman’s two-factor theory of intelligence
d. Sternberg’s triarchic theory of intelligence

A

B
linguistic, logical mathematical, musical, interpersonal

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34
Q

A manager at a retail store develops a test and uses it to hire new employees (only people who score high on the test will be offered the job). To examine whether people who do better on the test also perform better on the job, the manager should focus most closely on
a. content validity.
b. reliability.
c. the test distribution.
d. the validity coefficient.

A

D

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35
Q

Binet and Simon’s intelligence test was created with the intention of
a. determining which groups of people are inherently more intelligent than others.
b. identifying gifted children for placement in advanced programs.
c. identifying which school placement level was most appropriate for different children.
d. using test scores to rank children according to abilities.

A

C
Binet and Simon’s intelligence test was created to identify children who needed extra help in school.

36
Q

Considering the Stanford-Binet and WAIS intelligence tests, with which two sets of scores are we likely to obtain the highest correlation?
a. a set of test scores and the same people’s grades in school
b. people taking the test at age 4 and the same people taking the test at age 40
c. people taking the test today and the same people taking the test two weeks from now
d. two groups of people who are unrelated to each other

A

A

37
Q

Emotional intelligence includes which of the following abilities?
a. getting along with other people
b. perceiving others’ emotions and our own
c. using emotional feedback to manage situations
d. using emotions to solve problems

A

B

38
Q

According to researchers Bradley and Caldwell, which of the following is not a suggestion for how parents can improve their children’s intelligence?
a. Avoid too much restriction and punishment.
b. Organize the physical environment and the child’s activity schedule.
c. Provide appropriate play materials.
d. Set high goals and reward the child for meeting them.

A

D

39
Q

Which of the following statements about school and intellectual development is true?
a. Children whose birthdays allow them to just make the cut-off for school attendance tend to struggle more than children who do not make the cut-off and are almost a year older when they start school.
b. Children with very high intelligence scores tend to drop out of school because they get bored.
c. Students’ intelligence test scores tend to drop during the school year as they struggle to learn a lot of new information, and then rise during the summer when they are less stressed.
d. When children are moved from financially poor schools to more affluent schools, their intelligence test scores tend to increase.

A

D

40
Q

Research using the electroencephalogram (EEG) and measures of nerve conduction velocity (NCV) have shown that
a. brain processing tends to be faster in those higher in intelligence.
b. it is impossible to determine the relationship between brain activity and intelligence.
c. the EEG is a more sensitive measure of brain processing efficiency than the NCV method.
d. the overall size of the brain is related to intelligence

A

A

41
Q

Gifted individuals tend to have all of the following characteristics except
a. a willingness to work hard, practice, and persevere when things get difficult.
b. access to stimulating and nurturing environments while growing up.
c. high levels of intrinsic motivation.
d. IQ scores between 100 and 130.

A

D

42
Q

Psychologist Howard Gardner put forward the ____________ which argues that there is not
a single unified intelligence.

A

theory of multiple intelligences

43
Q

According to Sternberg, wisdom is most closely related to ____________ intelligence

A

practical

44
Q

On most intelligence tests, most people score in the middle, with a few at the very high or
low ends of the scale. This pattern of scores is called a ____________.

A

normal distribution.

45
Q

A child’s ____________ reflects the level of the child’s intellectual performance, which may
or may not match his chronological age.

A

mental age

46
Q

A tendency called ____________ occurs when individuals in particular groups know they are
expected to perform poorly on a test and this expectation impairs their performance.

A

stereotype threat

47
Q

The fact that identical twins’ intelligence test scores correlate more strongly than do
fraternal twins’ scores tells us that intelligence is at least partly ____________.

A

heritable

48
Q

Investigations of financially poor schools have demonstrated that the ____________ of the
school environment affects intellectual performance.

A

quality

49
Q

The number of neurons in the brain’s ____________ lobes seems to be related to intelligence.

A

Frontal

50
Q

Longitudinal research by Shaw suggests that changes in the thickness of the ____________
have implications for the development of intelligence.

A

cortex

51
Q

An important contributor to many cases of mild intellectual disability is the ____________
of the individual

A

environmental background

52
Q

What is intelligence, and how is it typically operationalized in psychological research?

a. Intelligence is simply a measure of academic success and learning ability.
b. Intelligence is the ability to learn, meet environmental demands effectively, and control one’s mental activities.
c. Intelligence is purely a fixed, inherited trait.
d. Intelligence is limited to one’s verbal and mathematical skills.

A

b

53
Q

Why was the first IQ test developed in France?

a. To measure adults’ cognitive abilities.
b. To determine children’s IQ scores based on genetics.
c. To identify children with special needs by assessing “mental age.”
d. To measure the IQ of immigrant populations.

A

C

54
Q

Which U.S. adaptation of the IQ test introduced the standard IQ score formula?

a. Wechsler Adult Intelligence Scale (WAIS)
b. Stanford-Binet IQ Test
c. SAT Reasoning Test
d. Raven’s Progressive Matrices

A

b

55
Q

What is one major limitation of early IQ tests?

a. They provided results without a clear scoring method.
b. They relied heavily on verbal ability, which was problematic for non-native speakers.
c. They required extensive training to administer.
d. They could only be used with children under age 10

A

b

56
Q

What is the most widely used IQ measure today?

a. The Stanford-Binet Test
b. The SAT Reasoning Test
c. The Wechsler Adult Intelligence Scale (WAIS)
d. The Raven’s Progressive Matrices

A

c

57
Q

Which of the following statements is true about reliability in IQ tests?

a. Reliability refers to a test’s ability to accurately measure what it is intended to measure.
b. Reliability is the extent to which a test consistently produces the same results over time.
c. Reliability is not necessary for a test to be valid.
d. Reliability has no impact on the test’s accuracy.

A

b

58
Q

What does a validity coefficient indicate in IQ testing?

a. The correlation between IQ scores and academic performance.
b. The accuracy of the test’s predictions.
c. The stability of IQ test scores over repeated tests.
d. The reliability of IQ test administration.

A

b

59
Q

According to Spearman’s two-factor theory, which factor represents general intelligence?

a. s-factor
b. g-factor
c. q-factor
d. r-factor

A

b

60
Q

Which of the following best describes the “Practical” component of Sternberg’s triarchic theory of intelligence?

a. Applying knowledge to real-world situations.
b. Ability to analyze information critically.
c. Skill in logical-mathematical reasoning.
d. Creativity in solving complex problems.

A

a

61
Q

Which of Gardner’s multiple intelligences involves understanding and interacting effectively with others?

a. Intrapersonal intelligence
b. Musical intelligence
c. Logical-mathematical intelligence
d. Interpersonal intelligence

A

d

62
Q

What are the three main criteria for a psychometric approach to measuring intelligence?

a. Reliability, validity, consistency
b. Accuracy, reliability, stability
c. Standardization, validity, reliability
d. Consistency, accuracy, validity

A

c

63
Q

What is the “heritability coefficient” in intelligence research?

a. A measure that estimates how much of intelligence is determined by family environment.
b. A statistical estimate of how much variation in intelligence can be attributed to genetic factors.
c. A measure of the absolute intelligence of a population.
d. An estimate of an individual’s intelligence.

A

b

64
Q

What is the “Flynn effect”?

Answer Choices:
a. The increase in IQ scores across generations.
b. The decline of IQ scores in older adults.
c. A genetic factor that impacts IQ levels.
d. The connection between IQ and emotional intelligence.

A

a

65
Q

Which statement is true about intelligence as a psychological construct?

a. It does not require specific measurement tools.
b. It is directly observable without operationalization.
c. It requires careful definition and measurement, often through IQ tests.
d. It only involves verbal and mathematical abilities.

A

c

66
Q

What was the primary purpose of the original IQ tests developed in France?

a. To classify children by social class.
b. To identify children who required special educational assistance.
c. To test immigrants’ intellectual ability.
d. To measure adult intelligence levels

A

b

67
Q

The IQ formula

IQ= mentalage /chronologicalage x 100
is especially effective for which group?

a. Toddlers
b. Adolescents
c. Children
d. Adults

​

A

C

68
Q

Why are traditional IQ tests sometimes problematic for non-native speakers?

a. They are too simple and do not challenge non-native speakers.
b. They often rely heavily on verbal ability, which can disadvantage non-native speakers.
c. They do not account for cultural differences in intelligence.
d. They have lower validity scores.

A

b

69
Q

What makes the WAIS a widely accepted modern IQ test?

a. It uses only verbal tasks to assess intelligence.
b. It was developed solely for children.
c. It includes both verbal and performance tasks and follows a normal distribution.
d. It does not require standardized administration.

A

c

70
Q

What is one strength and one weakness of IQ testing?

a. Strength: Standardized administration; Weakness: Limited to adults.
b. Strength: Predicts academic success; Weakness: May not account for non-academic intelligence.
c. Strength: Biased scoring; Weakness: Accurately measures all aspects of intelligence.
d. Strength: Predicts future success; Weakness: Lacks reliability.

A

b

71
Q

What does the “s” factor in Spearman’s two-factor theory represent?

a. General cognitive abilities shared across tasks.
b. Specific abilities tied to individual mental functions.
c. A unique characteristic of verbal intelligence.
d. Genetic influences on intelligence.

A

b

72
Q

In Sternberg’s triarchic theory of intelligence, which component best describes “applying knowledge to practical tasks”?

a. Creative intelligence
b. Analytical intelligence
c. Practical intelligence
d. Experiential intelligence

A

c

73
Q

Which of the following is not one of Gardner’s multiple intelligences?
Answer Choices:
a. Musical
b. Visual-spatial
c. Kinesthetic-logic
d. Intrapersonal

A

c

74
Q

What is a primary goal of the psychometric approach in intelligence research?

a. To define intelligence solely through verbal skills.
b. To carefully define and measure intelligence through psychological tests.
c. To compare intelligence across different cultures.
d. To establish intelligence as a hereditary trait.

A

b

75
Q

If a test gives similar results under repeated conditions, it is said to have high ____.

a. Validity
b. Generalizability
c. Reliability
d. Practicality

A

c

76
Q

Why is validity crucial when constructing an IQ test?
Answer Choices:
a. It ensures the test is easy to take.
b. It ensures the test measures what it claims to measure.
c. It makes the test quicker to administer.
d. It ensures high test-retest reliability.

A

b

77
Q

What does a heritability coefficient of 1.0 indicate?
Answer Choices:
a. Intelligence is entirely shaped by environmental factors.
b. Intelligence has no genetic basis.
c. Variations in intelligence are completely explained by genetics.
d. There is no variability in intelligence within the population.

A

c

78
Q

Which factor is not considered an environmental influence on intelligence?
Answer Choices:
a. Family and home environment
b. Schooling
c. Genetics
d. Socioeconomic status

A

c

79
Q

What does the Flynn effect suggest about IQ scores over generations?
Answer Choices:
a. IQ scores remain consistent across generations.
b. IQ scores increase over time, likely due to environmental factors.
c. IQ scores decrease over time due to technological dependency.
d. IQ scores are unrelated to generational changes.

A

b

80
Q

Why is standardization important in IQ testing?
Answer Choices:
a. It makes the test easier to administer.
b. It ensures the test’s results can be compared across individuals.
c. It removes the need for validity checks.
d. It increases the complexity of the test.

A

b

81
Q

In modern psychology, IQ testing can help in:
Answer Choices:
a. Exclusively predicting physical health.
b. Providing educational resources for those with learning difficulties.
c. Measuring physical strength.
d. Diagnosing genetic conditions.

A

b

82
Q

Which statement best reflects the current understanding of nature and nurture in intelligence?
Answer Choices:
a. Intelligence is solely determined by genetics.
b. Intelligence is influenced by both genetic and environmental factors.
c. Intelligence cannot be measured accurately.
d. Intelligence is fully determined by environmental influences.

A

b

83
Q

Which factor is likely to explain group differences in IQ scores?
Answer Choices:
a. Biological differences
b. Cultural and environmental factors
c. Intelligence tests are identical across all cultures
d. IQ is a static measure unaffected by external factors

A

b

84
Q

How has IQ testing been misused historically?
Answer Choices:
a. It has been used solely to support academic growth.
b. It has sometimes been used for discriminatory purposes.
c. It was developed to test adults only.
d. It had no relation to educational assessments.

A

b

85
Q

Question:
Which of the following describes Thurstone’s concept of primary mental abilities?

a. A single general intelligence factor underlying all cognitive abilities.
b. A set of independent abilities such as verbal comprehension, numerical ability, and memory.
c. The idea that intelligence can only be measured through IQ tests.
d. Three core components of intelligence that relate to analytical, creative, and practical skills.

A

b

86
Q
A

102 chap 10 questions intelligence (3 decks)

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