Chapter 11 Assessment

Chapter 11 Assessment for AP Psychology

1. Intelligence is the ability to:
   1. Learn from experience
   2. Solve problems
   3. Use knowledge to adapt to new situations
   4. All of the above
2. General intelligence is made up of many factors.
3. What is it called when one does well in both vocabulary and paragraph comprehension? Clustering
4. What was NOT one of L.L. Thurstone’s 7 clusters of primary mental ability?
   1. Word fluency
   2. Spatial ability
   3. Emotional intelligence
   4. Memory
5. Why did general intelligence evolve according to Satoshi Kanazawa?
   1. To solve novel problems our ancestors faced (like reuniting with your family across a flooded river)
   2. To help us do well at the PSSAs
   3. In order to be able to form friendships
   4. To be able to navigate through the woods
6. What syndrome supports Howard Gardner’s believe that intelligence comes in several forms because a person excels at primarily one specific skill? Savant
7. Has it been proven that general intelligence generally correlates with job success? Yes
8. What determines what components of intelligence is valued? Culture or Context
9. In your opinion, is intelligence one factor or several factors? Explain. Answers may vary
10. What is not one of Robert Sternberg’s three multiple intelligences of his triarchic theory?
    1. Analytical intelligence
    2. Kinetic intelligence
    3. Creative intelligence
    4. Practical intelligence
11. The ability to produce ideas that are novel and valuable Creativity
12. The correlation between intelligence and creativity is:
    1. Strong through all levels
    2. Strong up to a certain intelligence score
    3. Very weak
    4. None existent
13. Creativity does not require:
    1. Expertise
    2. Intrinsic motivation
    3. Creative environment
    4. Expectations of being judged or a reward
14. Convergent thinking is:
    1. Imaginative thinking skills
    2. The type required for intelligence tests
    3. The ability to mix 2 separate ideas
    4. The ability to recognize emotion
15. Divergent thinking is:
    1. Imaginative thinking skills
    2. The type required for intelligence tests
    3. The ability to mix 2 separate ideas
    4. The ability to recognize emotion
16. Researchers have found:
    1. No link between brain size and intelligence (0 correlation)
    2. A +.90 correlation between brain size and intelligence
    3. A +.40 correlation between brain size and intelligence
    4. Criminals always have small brains
17. Researchers have found that faster perception by teenagers does correlate with:
    1. Athleticism
    2. Intuition
    3. Intelligence
    4. Brain size
18. Intelligence tests measure
    1. Success in life
    2. Mental aptitudes
    3. College test scores
    4. Likelihood of getting a good job
19. Alfred Binet set out to measure intelligence for the Paris school system.
20. An average 9 year old has the mental age of:
    1. 9
    2. An adult
    3. The most intelligent 9 year old
    4. A 9 year old with down syndrome
21. Lewis Terman developed the intelligence quotient by adapting Binet’s test for Californians.
22. The average person has an IQ of:
23. 100
24. 70
25. 140
26. 1000
27. An achievement test measures:
28. Future performance
29. Job success
30. Capacity to learn
31. What a person has already learned
32. When you take an intelligence test, your raw scores are compared against
33. Everyone who took the test with you
34. Everyone from your hometown
35. A standard derived from comparing the scores of everyone
36. Your previous scores
37. This New Zealander discovered the Flynn effect, which states that the average score on intelligence tests have been rising over time.
38. Except for extreme instances, researchers have not found a well-defined link between a baby’s behavior and their later intelligence.
39. According to the textbook, how did high scoring seventh graders spend much of their early lives?
    1. Reading
    2. Playing an instrument
    3. Traveling the world
    4. Watching PBS educational programming such as Sesame Street, Barney, and Teletubbies.
40. Which is true about intelligence scores?
    1. Scores begin to predict adult scores around age 6 and become fairly stable and consistent around age 11
    2. Scores begin to predict adult scores around age 4 and become fairly stable and consistent around age 7
    3. Scores begin to predict adult scores around age 1 and become fairly stable and consistent around age 9
    4. Scores begin to predict adult scores at birth and become fairly stable and consistent around puberty
41. Researchers have found that high scoring 11 year olds were more likely:
42. They found no consistent correlation
43. To be living independently as 77 year olds
44. Have lower than average test scores as teenagers
45. Working as corporate executives
46. Which is not one of the reasons intelligence tests are high stakes around 70 points, according to the textbook?
47. The death penalty cannot be applied to people who score under 70 points
48. Extra Social Security is given out to people who score below 70
49. Scores under 70 make people eligible for special education
50. Scores under 70 determine if you are able drive
51. How were researchers primarily able to find that intelligence runs in the family
52. From their studies of identical twins raised together
53. From their studies of identical twins raised separately
54. From injecting monkeys with chemicals to reduce the influence of the monkeys’ brain on their bodies
55. From studies of children put up for adoption
56. According to Mr. Siegerman the intelligence gap in school widens because of
57. Lack of Motivation in some students
58. Bad Teachers
59. Too much time dedicated to standardized tests
60. Bad Administration
61. The environment contributes to intelligence in:
62. A fixed amount
63. A variable amount related to the enrichment of the environment
64. The environment completely determine intelligence
65. The environment does not affect intelligence
66. According to the textbook, whites do about 7 to 15% better than African Americans.
67. Group differences:
68. Have been eliminated over the last 100 years
69. Determine how smart an individual will be
70. Can be explained by the innate inferiority of a race or ethnic group
71. Arise from differences in the environment groups live in
72. Variations inside group are greater than group differences.
73. Females are better at verbal fluency and rapid math calculations compared to the other gender.
74. Males are better at spatial ability.
75. Bias is when a test is less valid for some test takers than others.
76. Groups who have been stereotyped to do worse than the average person typically
77. Actually do worse
78. Rebel against the stereotype and actually do worse
79. Don’t let the stereotype affect them since it’s a stereotype
80. Are not aware of the stereotype and don’t let it bother them
81. Are intelligence tests fair? Answers may vary.
82. "Teen talking" Barbie doll was recalled in October 1992 for saying which of the following phases related to the "stereotype threat":
    1. "Math class is tough!"
    2. "Let’s get it on"
    3. "Let’s go shopping"
    4. "I need to loose weight"

Vocabulary Matching

1. Intelligence
2. Factor analysis
3. General intelligence (g)
4. Savant syndrome
5. Emotional intelligence
6. Creativity
7. Intelligence Test
8. Mental Age
9. Stanford-Binet
10. Intelligence Quotient (IQ)
11. Aptitude test
12. Achievement Test
13. Wechsler Adult Intelligence Scale (WAIS)
14. Standardization
15. Normal Curve
16. Reliability
17. Validity
18. Content validity
19. Criterion
20. Predictive Validity
21. Mental Retardation
22. Down Syndrome
23. Stereotype Threat

1. A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
2. 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.
3. A condition of retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup (presence of all or part of an extra 21st chromosome)
4. 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.
5. A measure of intelligence test performance devised by Binet; the chronological age that most typical corresponds to a given level of performance.
6. A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores.
7. A self confirming concern that one will be evaluated based on a negative stereotype.
8. A statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total score.
9. A test designed to assess what a person has LEARNED.
10. A Test designed to PREDICT a person’s future performance; aptitude is capacity of learning.
11. 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.
12. Defining meaningful scores by comparison with performance of a pretested standardization group.
13. Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.
14. The ability to perceive, understand, manage, and use emotions.
15. The ability to produce novel and valuable ideas.
16. The behavior that a test is designed to predict; thus the measure used in defining whether the test has predictive validity.
17. The extent to which a test measures or predicts what it is supposed to.
18. The extent to which a test samples the behavior that is of interest.
19. 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.
20. The most widely used intelligence test; contains verbal and performance (nonverbal) subtests.
21. 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.
22. 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.
23. The widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test

Matching Answers

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’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’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’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’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’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.