Psych 7A: Chapter 10

Front 1

When we refer to someone's intelligence quotient as if it were a fixed and objectively real trait such as height, we
commit a reasoning error called

Back 1

reification.

Front 2

The ability to learn from experience, solve problems, and use knowledge to adapt to new situations is known as

Back 2

intelligence

Front 3

Spearman referred to the general capacity that may underlie all of a person's specific mental abilities as

Back 3

the g factor

Front 4

Those who emphasize the importance of the g factor would be most likely to encourage

Back 4

quantifying intelligence with a single numerical score

Front 5

A statistical procedure that identifies clusters of related test items that seem to tap a common ability is called

Back 5

factor analysis

Front 6

A person who demonstrates an exceptional specific mental skill while otherwise remaining very limited in intellectual
capacity is said to show signs of

Back 6

savant syndrome

Front 7

Psychological tests show that 18-year-old Isaiah has an intelligence score of 65. Nevertheless, Isaiah can, with a few
seconds of mental calculation, accurately tell the day of the week on which Christmas falls for any year in this century.
It would be fair to conclude that

Back 7

Isaiah is a person with savant syndrome.

Front 8

Of the following, who best illustrates Sternberg's concept of analytical intelligence?

Back 8

Nicole, a teenager who completes the road test for her driver's license without a single error

Front 9

Whenever Arlo reminded himself that his musical skills could earn him fame and fortune, he became less creative in his
musical performance. This best illustrates that creativity may be inhibited by

Back 9

extrinsic motivation

Front 10

In very stressful or embarrassing situations, Sanura is able to maintain her poise and help others to feel comfortable.
Sanura's ability best illustrates the value of

Back 10

emotional intelligence

Front 11

Environmental stimulation during childhood often contributes to the development of intelligence by altering the
circuitry of the brain. This alteration illustrates

Back 11

neural plasticity

Front 12

Encouraging those of high intellectual ability to mate with one another was of most interest to

Back 12

Francis Galton

Front 13

The French government commissioned Binet to develop an intelligence test that would

Back 13

reduce the need to rely on teachers' subjectively biased judgments of students' learning potential.

Front 14

Intelligence tests were initially designed by Binet and Simon to assess

Back 14

academic aptitude

Front 15

In developing a test of intellectual ability for Parisian schoolchildren, Binet and Simon assumed that

Back 15

a bright child would perform like a normal child of an older age

Front 16

A 6-year-old who responded to the original Stanford-Binet with the proficiency typical of an average 8-year-old was
said to have an IQ of

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133

Front 17

Sorina has a mental age of 10 and an IQ of 125 as measured by the Stanford-Binet. Sorina's chronological age is

Back 17

8

Front 18

The original IQ formula would be LEAST appropriate for representing the intelligence test performance of

Back 18

university students

Front 19

Aptitude tests are specifically designed to

Back 19

predict ability to learn a new skill.

Front 20

The test that provides separate verbal comprehension, perceptual organization, working memory, and processing speed
scores, as well as an overall intelligence score, is the

Back 20

Stanford-Binet

Front 21

When a person's test performance can be compared with that of a representative and pretested sample of people, the test
is said to be

Back 21

standardized

Front 22

A bell-shaped curve that characterizes a large sample of intelligence test scores is a graphic representation of a

Back 22

normal distribution

Front 23

The widespread improvement in intelligence test performance during the past century is called

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the Flynn effect

Front 24

The Flynn effect is LEAST likely to be explained in terms of

Back 24

changes in human genetic characteristics.

Front 25

A test is reliable if it

Back 25

yields dependably consistent scores.

Front 26

Researchers assess the correlation between scores obtained on alternate forms of the same test in order to measure the
________ of the test.

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reliability

Front 27

A test has a high degree of validity if it

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measures or predicts what it is supposed to measure or predict

Front 28

After learning about his low score on the Wechsler Adult Intelligence Scale, Gunter complained, “I don't believe that
test is a measure of intelligence at all.” Gunter's statement is equivalent to saying that the WAIS lacks

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validity

Front 29

If both depressed and nondepressed individuals receive similar scores on a diagnostic test for depression, it suggests that
the test

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is not valid

Front 30

When Ian Deary and his colleagues retested 80-year-old Scots, using an intelligence test they had taken as 11-year-olds,
the correlation of their scores across seven decades was

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+.66.

Front 31

A condition involving mental retardation caused by an extra chromosome in one's genetic makeup is known as

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down's syndrome

Front 32

Terman observed that children with IQ scores over 135 are likely to

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be academically successful.

Front 33

Research on the determinants of intelligence indicates that

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both genes and environment have some influence on intelligence scores.

Front 34

The intelligence scores of adopted children are LEAST likely to correlate positively with the intelligence scores of their

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adoptive parents

Front 35

The impact of early environmental influences on intelligence is most apparent among young children who experience

Back 35

savant syndrome

Front 36

Research indicates that Head Start programs

Back 36

increase the school readiness of children from disadvantaged home environments.

Front 37

. On which of the following tasks are males most likely to outperform females?

Back 37

mentally rotating three-dimensional objects

Front 38

Research on racial differences in intelligence indicates that

Back 38

on average, Black Americans perform less well than White Americans on intelligence tests.

Front 39

Intelligence tests are most likely to be considered culturally biased in terms of their

Back 39

content validity

Front 40

Experts who defend intelligence tests against accusations of racial bias note that racial differences in intelligence test
scores

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occur on nonverbal as well as verbal intelligence test subscales.

Front 41

Self-fulfilling expectations are most likely to be triggered by

Back 41

stereotype threats

Front 42

Blacks have been found to score lower on tests of verbal aptitude when tested by Whites than when tested by Blacks.
This best illustrates the impact of

Back 42

stereotype threat