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Chapter 11 Assessment for [[AP Psychology]]

# Intelligence is the ability to:
## Learn from experience
## Solve problems
## Use knowledge to adapt to new situations
## All of the above
# General intelligence is made up of many factors.
# What is it called when one does well in both vocabulary and paragraph comprehension? Clustering
# What was NOT one of L.L. Thurstone<nowiki>’</nowiki>s 7 clusters of primary mental ability?
## Word fluency
## Spatial ability
## Emotional intelligence
## Memory
# Why did general intelligence evolve according to Satoshi Kanazawa?
## To solve novel problems our ancestors faced (like reuniting with your family across a flooded river)
## To help us do well at the PSSAs
## In order to be able to form friendships
## To be able to navigate through the woods
# What syndrome supports Howard Gardner<nowiki>’</nowiki>s believe that intelligence comes in several forms because a person excels at primarily one specific skill? Savant
# Has it been proven that general intelligence generally correlates with job success? Yes
# What determines what components of intelligence is valued? Culture or Context
# In your opinion, is intelligence one factor or several factors? Explain. Answers may vary
# What is not one of Robert Sternberg<nowiki>’</nowiki>s three multiple intelligences of his triarchic theory?
## Analytical intelligence
## Kinetic intelligence
## Creative intelligence
## Practical intelligence
# The ability to produce ideas that are novel and valuable Creativity
# The correlation between intelligence and creativity is:
## Strong through all levels
## Strong up to a certain intelligence score
## Very weak
## None existent
# Creativity does '''not''' require:
## Expertise
## Intrinsic motivation
## Creative environment
## Expectations of being judged or a reward
# Convergent thinking is:
## Imaginative thinking skills
## The type required for intelligence tests
## The ability to mix 2 separate ideas
## The ability to recognize emotion
# Divergent thinking is:
## Imaginative thinking skills
## The type required for intelligence tests
## The ability to mix 2 separate ideas
## The ability to recognize emotion
# Researchers have found:
## No link between brain size and intelligence (0 correlation)
## A <nowiki>+</nowiki>.90 correlation between brain size and intelligence
## A <nowiki>+</nowiki>.40 correlation between brain size and intelligence
## Criminals always have small brains
# Researchers have found that faster perception by teenagers does correlate with:
## Athleticism
## Intuition
## Intelligence
## Brain size
# Intelligence tests measure
## Success in life
## Mental aptitudes
## College test scores
## Likelihood of getting a good job
# Alfred Binet set out to measure intelligence for the Paris school system.
# An average 9 year old has the mental age of:
## 9
## An adult
## The most intelligent 9 year old
## A 9 year old with down syndrome
# Lewis Terman developed the intelligence quotient by adapting Binet<nowiki>’</nowiki>s test for Californians.
# The average person has an IQ of:
# 100
# 70
# 140
# 1000
# An achievement test measures:
# Future performance
# Job success
# Capacity to learn
# What a person has already learned
# When you take an intelligence test, your raw scores are compared against
# Everyone who took the test with you
# Everyone from your hometown
# A standard derived from comparing the scores of everyone
# Your previous scores
# This New Zealander discovered the Flynn effect, which states that the average score on intelligence tests have been rising over time.
# Except for extreme instances, researchers have not found a well-defined link between a baby<nowiki>’</nowiki>s behavior and their later intelligence.
# According to the textbook, how did high scoring seventh graders spend much of their early lives?
## Reading
## Playing an instrument
## Traveling the world
## Watching PBS educational programming such as ''Sesame Street'', ''Barney'', and ''Teletubbies''.
# Which is true about intelligence scores?
## Scores begin to predict adult scores around age 6 and become fairly stable and consistent around age 11
## Scores begin to predict adult scores around age 4 and become fairly stable and consistent around age 7
## Scores begin to predict adult scores around age 1 and become fairly stable and consistent around age 9
## Scores begin to predict adult scores at birth and become fairly stable and consistent around puberty
# Researchers have found that high scoring 11 year olds were more likely:
# They found no consistent correlation
# To be living independently as 77 year olds
# Have lower than average test scores as teenagers
# Working as corporate executives
# Which is '''not''' one of the reasons intelligence tests are high stakes around 70 points, according to the textbook?
# The death penalty cannot be applied to people who score under 70 points
# Extra Social Security is given out to people who score below 70
# Scores under 70 make people eligible for special education
# Scores under 70 determine if you are able drive
# How were researchers primarily able to find that intelligence runs in the family
# From their studies of identical twins raised together
# From their studies of identical twins raised separately
# From injecting monkeys with chemicals to reduce the influence of the monkeys<nowiki>’</nowiki> brain on their bodies
# From studies of children put up for adoption
# According to Mr. Siegerman the intelligence gap in school widens because of
# Lack of Motivation in some students
# Bad Teachers
# Too much time dedicated to standardized tests
# Bad Administration
# The environment contributes to intelligence in:
# A fixed amount
# A variable amount related to the enrichment of the environment
# The environment completely determine intelligence
# The environment does not affect intelligence
# According to the textbook, whites do about 7 to 15% better than African Americans.
# Group differences:
# Have been eliminated over the last 100 years
# Determine how smart an individual will be
# Can be explained by the innate inferiority of a race or ethnic group
# Arise from differences in the environment groups live in
# Variations inside group are greater than group differences.
# Females are better at verbal fluency and rapid math calculations compared to the other gender.
# Males are better at spatial ability.
# Bias is when a test is less valid for some test takers than others.
# Groups who have been stereotyped to do worse than the average person typically
# Actually do worse
# Rebel against the stereotype and actually do worse
# Don<nowiki>’</nowiki>t let the stereotype affect them since it<nowiki>’</nowiki>s a stereotype
# Are not aware of the stereotype and don<nowiki>’</nowiki>t let it bother them
# Are intelligence tests fair? Answers may vary.
# "Teen talking" Barbie doll was recalled in October 1992 for saying which of the following phases related to the "stereotype threat":
## "Math class is tough!"
## "Let<nowiki>’</nowiki>s get it on"
## "Let<nowiki>’</nowiki>s go shopping"
## "I need to loose weight"

==Vocabulary Matching==

# Intelligence
# Factor analysis
# General intelligence (g)
# Savant syndrome
# Emotional intelligence
# Creativity
# Intelligence Test
# Mental Age
# Stanford-Binet
# Intelligence Quotient (IQ)
# Aptitude test
# Achievement Test
# Wechsler Adult Intelligence Scale (WAIS)
# Standardization
# Normal Curve
# Reliability
# Validity
# Content validity
# Criterion
# Predictive Validity
# Mental Retardation
# Down Syndrome
# Stereotype Threat

# A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
# A condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.
# A condition of retardation and associated physical disorders caused by an extra chromosome in one<nowiki>’</nowiki>s genetic makeup (presence of all or part of an extra 21st chromosome)
# A general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test.
# A measure of intelligence test performance devised by Binet; the chronological age that most typical corresponds to a given level of performance.
# A method for assessing an individual<nowiki>’</nowiki>s mental aptitudes and comparing them with those of others, using numerical scores.
# A self confirming concern that one will be evaluated based on a negative stereotype.
# A statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one<nowiki>’</nowiki>s total score.
# A test designed to assess what a person has LEARNED.
# A Test designed to PREDICT a person<nowiki>’</nowiki>s future performance; aptitude is capacity of learning.
# Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus IQ = ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.
# Defining meaningful scores by comparison with performance of a pretested standardization group.
# Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
# The ability to perceive, understand, manage, and use emotions.
# The ability to produce novel and valuable ideas.
# The behavior that a test is designed to predict; thus the measure used in defining whether the test has predictive validity.
# The extent to which a test measures or predicts what it is supposed to.
# The extent to which a test samples the behavior that is of interest.
# The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting.
# The most widely used intelligence test; contains verbal and performance (nonverbal) subtests.
# The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.
# The symmetrical bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.
# The widely used American revision (by Terman at Stanford University) of Binet<nowiki>’</nowiki>s original intelligence test

==Matching Answers==
{|border="2" cellspacing="0" cellpadding="4"
|Intelligence
|Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
|-
|Factor analysis
|A statistical procedure that identifies clusters of related items (called ''factors'') on a test; used to identify different dimensions of performance that underlie one<nowiki>’</nowiki>s total score.
|-
|General intelligence (g)
|A general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test.
|-
|Savant syndrome
|A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
|-
|Emotional intelligence
|The ability to perceive, understand, manage, and use emotions.
|-
|Creativity
|The ability to produce novel and valuable ideas.
|-
|Intelligence Test
|A method for assessing an individual<nowiki>’</nowiki>s mental aptitudes and comparing them with those of others, using numerical scores.
|-
|Mental Age
|A measure of intelligence test performance devised by Binet; the chronological age that most typical corresponds to a given level of performance.
|-
|Stanford-Binet
|The widely used American revision (by Terman at Stanford University) of Binet<nowiki>’</nowiki>s original intelligence test
|-
|Intelligence Quotient (IQ)
|Defined originally as the ratio of mental age (''ma'') to chronological age (''ca'') multiplied by 100 (thus IQ = ''ma/ca x 100''). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.
|-
|Aptitude test
|A test designed to PREDICT a person<nowiki>’</nowiki>s future performance; ''aptitude'' is capacity of learning.
|-
|Achievement Test
|A test designed to assess what a person has LEARNED.
|-
|Wechsler Adult Intelligence Scale (WAIS)
|The most widely used intelligence test; contains verbal and performance (nonverbal) subtests.
|-
|Standardization
|Defining meaningful scores by comparison with performance of a pretested standardization group.
|-
|Normal Curve
|The symmetrical bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.
|-
|Reliability
|The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting.
|-
|Validity
|The extent to which a test measures or predicts what it is supposed to.
|-
|Content validity
|The extent to which a test samples the behavior that is of interest.
|-
|Criterion
|The behavior that a test is designed to predict; thus the measure used in defining whether the test has predictive validity.
|-
|Predictive Validity
|The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.
|-
|Mental Retardation
|A condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.
|-
|Down Syndrome
|A condition of retardation and associated physical disorders caused by an extra chromosome in one<nowiki>’</nowiki>s genetic makeup (presence of all or part of an extra 21st chromosome)
|-
|Stereotype Threat
|A self confirming concern that one will be evaluated based on a negative stereotype.
|-
|}

[[Category:AP Psychology]]

@@ Line 128: / Line 128: @@
 ## Can be explained by the innate inferiority of a race or ethnic group
 ## Arise from differences in the environment groups live in
-## Variations inside group are greater than group differences.
+# Variations inside group are greater than group differences.
 # Females are better at verbal fluency and rapid math calculations compared to the other gender.
 # Males are better at spatial ability.
@@ Line 266: / Line 266: @@
 # Lewis Terman developed the <font color="#FF0000">intelligence quotient</font> by adapting Binet<nowiki>’</nowiki>s test for Californians.
 # The average person has an IQ of:
-# <font color="#FF0000">100
+## <font color="#FF0000">100
 ## </font>70
 ## 140

@@ Line 6: / Line 6: @@
 ## Use knowledge to adapt to new situations
 ## All of the above
-# General intelligence is made up of many factors.
+# General intelligence is made up of many _________.
-# What is it called when one does well in both vocabulary and paragraph comprehension?   Clustering
+# What is it called when one does well in both vocabulary and paragraph comprehension?   _________
 # What was NOT one of L.L. Thurstone<nowiki>’</nowiki>s 7 clusters of primary mental ability?
 ## Word fluency
@@ Line 18: / Line 18: @@
 ## In order to be able to form friendships
 ## To be able to navigate through the woods
-# What syndrome supports Howard Gardner<nowiki>’</nowiki>s believe that intelligence comes in several forms because a person excels at primarily one specific skill? Savant
+# What syndrome supports Howard Gardner<nowiki>’</nowiki>s believe that intelligence comes in several forms because a person excels at primarily one specific skill? _________
-# Has it been proven that general intelligence generally correlates with job success? Yes
+# Has it been proven that general intelligence generally correlates with job success? _________
-# What determines what components of intelligence is valued?  Culture or Context
+# What determines what components of intelligence is valued?  _________
-# In your opinion, is intelligence one factor or several factors?  Explain. Answers may vary
+# In your opinion, is intelligence one factor or several factors?  Explain.
 # What is not one of Robert Sternberg<nowiki>’</nowiki>s three multiple intelligences of his triarchic theory?
 ## Analytical intelligence
@@ Line 27: / Line 27: @@
 ## Creative intelligence
 ## Practical intelligence
-# The ability to produce ideas that are novel and valuable Creativity
+# The ability to produce ideas that are novel and valuable. _________
 # The correlation between intelligence and creativity is:
 ## Strong through all levels
@@ Line 63: / Line 63: @@
 ## College test scores
 ## Likelihood of getting a good job
-# Alfred Binet set out to measure intelligence for the Paris school system.
+# Alfred Binet set out to measure intelligence for the _________ school system.
 # An average 9 year old has the mental age of:
 ## 9
@@ Line 69: / Line 69: @@
 ## The most intelligent 9 year old
 ## A 9 year old with down syndrome
-# Lewis Terman developed the intelligence quotient by adapting Binet<nowiki>’</nowiki>s test for Californians.
+# Lewis Terman developed the _________ by adapting Binet<nowiki>’</nowiki>s test for Californians.
 # The average person has an IQ of:
 ## 100
@@ Line 85: / Line 85: @@
 ## A standard derived from comparing the scores of everyone
 ## Your previous scores
-# This New Zealander discovered the Flynn effect, which states that the average score on intelligence tests have been rising over time.
+# This New Zealander discovered the _________, which states that the average score on intelligence tests have been rising over time.
-# Except for extreme instances, researchers have not found a well-defined link between a baby<nowiki>’</nowiki>s behavior and their later intelligence.
+# Except for extreme instances, researchers _________ found a well-defined link between a baby<nowiki>’</nowiki>s behavior and their later intelligence.
 # According to the textbook, how did high scoring seventh graders spend much of their early lives?
 ## Reading
@@ Line 122: / Line 122: @@
 ## The environment completely determine intelligence
 ## The environment does not affect intelligence
-# According to the textbook, whites do about 7 to 15% better than African Americans.
+# According to the textbook, whites do about 7 to 15% _________ than African Americans.
 # Group differences:
 ## Have been eliminated over the last 100 years
@@ Line 128: / Line 128: @@
 ## Can be explained by the innate inferiority of a race or ethnic group
 ## Arise from differences in the environment groups live in
-# Variations inside group are greater than group differences.
+# Variations inside group are _________ than group differences.
-# Females are better at verbal fluency and rapid math calculations compared to the other gender.
+# _________ are better at verbal fluency and rapid math calculations compared to the other gender.
-# Males are better at spatial ability.
+# _________ are better at spatial ability.
-# Bias is when a test is less valid for some test takers than others.
+# _________ is when a test is less valid for some test takers than others.
 # Groups who have been stereotyped to do worse than the average person typically
 ## Actually do worse
@@ Line 137: / Line 137: @@
 ## Don<nowiki>’</nowiki>t let the stereotype affect  them since it<nowiki>’</nowiki>s a stereotype
 ## Are not aware of the stereotype and don<nowiki>’</nowiki>t let it bother them
-# Are intelligence tests fair? Answers may vary.
+# Are intelligence tests fair?
 # "Teen talking" Barbie doll was recalled in October 1992 for saying which of the following phases related to the "stereotype threat":
 ## "Math class is tough!"

@@ Line 71: / Line 71: @@
 # Lewis Terman developed the intelligence quotient by adapting Binet<nowiki>’</nowiki>s test for Californians.
 # The average person has an IQ of:
-# 100
+## 100
-# 70
+## 70
-# 140
+## 140
-# 1000
+## 1000
 # An achievement test measures:
-# Future performance
+## Future performance
-# Job success
+## Job success
-# Capacity to learn
+## Capacity to learn
-# What a person has already learned
+## What a person has already learned
 # When you take an intelligence test, your raw scores are compared against
-# Everyone who took the test with you
+## Everyone who took the test with you
-# Everyone from your hometown
+## Everyone from your hometown
-# A standard derived from comparing the scores of everyone
+## A standard derived from comparing the scores of everyone
-# Your previous scores
+## Your previous scores
 # This New Zealander discovered the Flynn effect, which states that the average score on intelligence tests have been rising over time.
 # Except for extreme instances, researchers have not found a well-defined link between a baby<nowiki>’</nowiki>s behavior and their later intelligence.
@@ Line 98: / Line 98: @@
 ## Scores begin to predict adult scores at birth and become fairly stable and consistent around puberty
 # Researchers have found that high scoring 11 year olds were more likely:
-# They found no consistent correlation
+## They found no consistent correlation
-# To be living independently as 77 year olds
+## To be living independently as 77 year olds
-# Have lower than average test scores as teenagers
+## Have lower than average test scores as teenagers
-# Working as corporate executives
+## Working as corporate executives
 # Which is '''not''' one of the reasons intelligence tests are high stakes around 70 points, according to the textbook?
-# The death penalty cannot be applied to people who score under 70 points
+## The death penalty cannot be applied to people who score under 70 points
-# Extra Social Security is given out to people who score below 70
+## Extra Social Security is given out to people who score below 70
-# Scores under 70 make people eligible for special education
+## Scores under 70 make people eligible for special education
-# Scores under 70 determine if you are able drive
+## Scores under 70 determine if you are able drive
 # How were researchers primarily able to find that intelligence runs in the family
-# From their studies of identical twins raised together
+## From their studies of identical twins raised together
-# From their studies of identical twins raised separately
+## From their studies of identical twins raised separately
-# From injecting monkeys with chemicals to reduce the influence of the monkeys<nowiki>’</nowiki> brain on their bodies
+## From injecting monkeys with chemicals to reduce the influence of the monkeys<nowiki>’</nowiki> brain on their bodies
-# From studies of children put up for adoption
+## From studies of children put up for adoption
 # According to Mr. Siegerman the intelligence gap in school widens because of
-# Lack of Motivation in some students
+## Lack of Motivation in some students
-# Bad Teachers
+## Bad Teachers
-# Too much time dedicated to standardized tests
+## Too much time dedicated to standardized tests
-# Bad Administration
+## Bad Administration
 # The environment contributes to intelligence in:
-# A fixed amount
+## A fixed amount
-# A variable amount related to the enrichment of the environment
+## A variable amount related to the enrichment of the environment
-# The environment completely determine intelligence
+## The environment completely determine intelligence
-# The environment does not affect intelligence
+## The environment does not affect intelligence
 # According to the textbook, whites do about 7 to 15% better than African Americans.
 # Group differences:
-# Have been eliminated over the last 100 years
+## Have been eliminated over the last 100 years
-# Determine how smart an individual will be
+## Determine how smart an individual will be
-# Can be explained by the innate inferiority of a race or ethnic group
+## Can be explained by the innate inferiority of a race or ethnic group
-# Arise from differences in the environment groups live in
+## Arise from differences in the environment groups live in
-# Variations inside group are greater than group differences.
+## Variations inside group are greater than group differences.
 # Females are better at verbal fluency and rapid math calculations compared to the other gender.
 # Males are better at spatial ability.
 # Bias is when a test is less valid for some test takers than others.
 # Groups who have been stereotyped to do worse than the average person typically
-# Actually do worse
+## Actually do worse
-# Rebel against the stereotype and actually do worse
+## Rebel against the stereotype and actually do worse
-# Don<nowiki>’</nowiki>t let the stereotype affect  them since it<nowiki>’</nowiki>s a stereotype
+## Don<nowiki>’</nowiki>t let the stereotype affect  them since it<nowiki>’</nowiki>s a stereotype
-# Are not aware of the stereotype and don<nowiki>’</nowiki>t let it bother them
+## Are not aware of the stereotype and don<nowiki>’</nowiki>t let it bother them
 # Are intelligence tests fair? Answers may vary.
 # "Teen talking" Barbie doll was recalled in October 1992 for saying which of the following phases related to the "stereotype threat":