 |
1 | |
More intelligent people are better able to __________ than less intelligent people, a distinction that is presumably basic to any definition of intelligence. Thus, the term “intelligence” can take on many different meanings. |
| | A) | use the resources of their environment |
| | B) | write well |
| | C) | use a computer |
| | D) | shop for the best deal |
|
|
2 | |
Early psychologists interested in intelligence assumed that there was a single, general factor for mental ability, which they called |
| | A) | fluid intelligence |
| | B) | the performance factor |
| | C) | the g-factor |
| | D) | emotional intelligence |
|
|
3 | |
____________ is the accumulation of information, skills, and strategies that people have learned through experience, and that they can apply in problem-solving situations. |
| | A) | Information processing |
| | B) | Crystallized intelligence |
| | C) | Fluid intelligence |
| | D) | General intelligence |
|
|
4 | |
Gardner argues that we have at least _____ different forms of intelligence, each relatively independent of the others. |
| | A) | 2 |
| | B) | 8 |
| | C) | 32 |
| | D) | 122 |
|
|
5 | |
According to Sternberg, people who are high in ____________ are able to learn general norms and principles and apply them appropriately. Consequently, tests of this type of intelligence measure the ability to employ broad principles in solving everyday problems. |
| | A) | fluid intelligence |
| | B) | interpersonal intelligence |
| | C) | practical intelligence |
| | D) | general intelligence |
|
|
6 | |
Binet devised the first formal intelligence test, which was designed to identify the |
| | A) | “dullest” students in the Paris school system in order to provide them with remedial aid. |
| | B) | children who had the highest IQs. |
| | C) | chronological intelligence of adults as they aged. |
| | D) | students who should be accepted by colleges. |
|
|
7 | |
Because ___________ require individualized, one-on-one administration, they are relatively difficult and time consuming to administer and score on a large-scale basis. |
| | A) | the Stanford-Binet tests |
| | B) | the WAIS-III tests |
| | C) | the WISC-IV tests |
| | D) | all of the above |
|
|
8 | |
Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior involving ________ adaptive skills. |
| | A) | conceptual |
| | B) | social |
| | C) | practical |
| | D) | all of the above |
|
|
9 | |
Although their development is typically slower than that of their peers, _________ individuals can function quite independently by adulthood and are able to hold jobs and have families of their own. |
| | A) | moderately retarded |
| | B) | mildly retarded |
| | C) | slightly retarded |
| | D) | nearly retarded |
|
|
10 | |
The most common biological cause of retardation is. |
| | A) | Down syndrome |
| | B) | fetal alcohol syndrome |
| | C) | birth complications |
| | D) | a head injury |
|
|
11 | |
The intellectually gifted have IQ scores greater than. |
| | A) | 115 |
| | B) | 130 |
| | C) | 150 |
| | D) | 180 |
|