Test 2A

Question 1

g, the common factor measured by IQ tests, is short for general intelligence
or general cognitive ability. Why is it called general?

Answer 1

g is measured by items testing a variety of verbal, quantitative, spatial, and more abstract abilities.
- Each such item elicits responses that can be objectively scored as correct or incorrect.

Question 2

Does this rationale (g)

continue to hold up within families?

Answer 2

Yes, the correlations between tests measuring different types of content (e.g., verbal, spatial) are fairly high and persist within families.

Question 3

What are the different kinds of test used to measure verbal ability?

Answer 3

1. Vocabulary
2. Reading comprehension
3. Information

Question 4

What are the different kinds of test used to measure quantitative ability?

Answer 4

1. Arithmetic reasoning
2. Introductory math
3. Advanced math

Question 5

What are the different kinds of test used to measure spatial ability?

Answer 5

1. 2D visualization
2. 3D visualization
3. Mechanical reasoning

Question 6

Why is vocabulary a good measure of g?

Answer 6

Vocabulary is a function of both how many words are heard (read) and reasoning ability.

Question 7

What is the theoretically most important anatomical/physiological correlate of
IQ?

Answer 7

Health and longevity

Question 8

What is an interesting correlate of IQ that can be measured in a psychological laboratory?

Answer 8

g is negatively correlated with reaction time.

Question 9

What are the approximate magnitudes of these correlations?

Answer 9

-.306

Question 10

What happens to raw scores on different kinds of ability tests as the examinees age?

Answer 10

Their scores correlated about .70 with their scores in childhood

Question 11

What is a valid reason why the correlation between IQ-type tests and school grades becomes smaller at higher levels of education?

Answer 11

.

Question 12

What is a reason that has been proposed but is not supported by the relevant data?

Answer 12

.

Question 13

What are some plausible explanations of the correlation between IQ earlier in life and mortality later in life?

Answer 13

• Perhaps higher intelligence causes reduced mortality risk because staying healthy is a cognitively demanding task
• “People with lower intelligence may have a poorer ability to assess risks, and, consequently, may take more poor risks in their driving”
• It seems that intelligent people were able to take advantage of the new information about smoking

Question 14

What is a plausible value of the correlation between the overall IQs of spouses?

Answer 14

Mild assortitve value,

0.3 or lower

Question 15

How might you try to define the kind of spatial ability measured by IQ tests?

Answer 15

Spatial: Transforming representations of how the world now appears into representations of how it would appear under the influence of natural forces or willful manipulations.

Question 16

How might you try to define the kind of verbal ability measured by IQ tests?

Answer 16

Verbal: Mapping linguistic units to semantic meanings and vice versa. The units can range in size from single words to long passages/discourses.

Question 17

How might you try to define the kind of quantitative ability measured by IQ tests?

Answer 17

Quantitative: Understanding logically necessary truths regarding quantity, structure, and change.

Question 18

Which of these three specific abilities is not tested in admissions tests such as the ACT?

Answer 18

Spatial

Question 19

What kind of outcomes in the real world are predicted by residual verbal ability?

Answer 19

• Relatively high verbal ability is associated with an interest in art, history, literature, languages, or drama.
• Professors of these subjects and published authors tend to be high-g individuals with strong verbal ability

Question 20

What kind of outcomes in the real world are predicted by residual spatial ability?

Answer 20

The residual spatial factor independently predicts success in science and engineering.

Question 21

What kind of outcomes in the real world are predicted by residual quantitative ability?

Answer 21

• Relatively high quantitative ability is associated with an interest in mathematics, computer science, physical science, or engineering
• Professors of these subjects and holders of patents tend to be high-g individuals with strong quantitative ability.

Question 22

What tends to be the ability profile of people who publish books or the profile of people who win patents?

Answer 22

• Patent earners tend to be tilted toward quantitative and high on ability
• Book publishers tend to be tilted toward verbal and high on ability
• STEM degree earners and professors - tilted toward quant
• Humanities degree earners and professors - tilted toward verbal

Question 23

In what ways do the hobbies, reading interests, vocational interests, course- work, and grades of spatially gifted students differ from those of mathematically gifted students?

Answer 23

• The high-space students more frequently reported lack of interest in school and inattention.
• The high-space students more frequently felt that their grades did not reflect their ability
• More interested in labor occupations
• high-space students seem “turned off” by the textbook/lecture style of learning in our colleges.