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7 Cognition, Language, and Intelligence
Key: Answer, Page, Type, Learning Objective, Level
Type
A=Applied
C=Conceptual
F=Factual
Level
(1)=Easy; (2)=Moderate; (3)=Difficult
LO=Learning Objective
p=page
MULTIPLE CHOICE
Cognition
Learning Objective 7.1 - What is the difference between deductive and inductive reasoning?
1. A form of thinking in which valid conclusions are drawn from a set of facts is _________
a) cognition.
Incorrect. Cognition refers to all mental processes designed to acquire knowledge. The best answer to this question
is reasoning.
b) reasoning.
Correct. Reasoning is when there is a rational progression from a set of data (or facts) to a conclusion.
c) conceptualization.
d) syllogism.
ANS: b, p. 221, F, LO=7.1, (2)
2. He is credited with introducing a formal method of deductive reasoning - the syllogism.

a) Freud
b) Aristotle
Correct. The syllogism was first conceptualized by Aristotle.
c) Jung
Incorrect. The syllogism was an exercise in reasoning first conceptualized by Aristotle.
d) Adler
ANS: b, p. 221, F, LO=7.1, (1)
3. All trees have bark. An oak is a tree. Therefore, an oak has bark. This is an example of __________
a) inductive reasoning.
Incorrect. This line of reasoning is a syllogism, not a demonstration of inductive reasoning.
b) decision making.
c) a syllogism.
Correct. The examination of relationships between two premises to find a reasonable conclusion is called a
syllogism.
d) an availability heuristic.
ANS: c, p. 221, A, LO=7.1, (1)
Copyright © 2011 Pearson Education, Inc. All rights reserved.

4. The design of a scientific study is __________ in nature.
a) random
b) inductive
Incorrect. Inductive reasoning looks for general conclusions, while scientific studies look for specific conclusions.
c) deductive
Correct. Moving from general principles or data to specific conclusions is an example of deductive reasoning,
which is what scientific studies are all about.
d) experimental
ANS: c, p. 221, C, LO=7.1, (3)
Learning Objective 7.2 - How does imagery help us think?
5. The ability to mentally represent a sensory experience is __________

a) mental imagery.
Correct. If you think of this sort of cognition as using your “mind’s eye,” you will have an understanding of what
mental imagery is and how it is used.
b) cognition.
Incorrect. Mental imagery, which is the best answer to this question, helps us with cognitive processing.
c) natural concepts.
d) induction.
ANS: a, p. 222, F, LO=7.2 (1)
6. Joe is going to carry a 40 lb. bag of dog food into the house. In his mind he is formulating the best route to go
with something that weight. We can term what Joe is doing as __________
a) concept formation.
b) conceptualization.
c) imagery.
Correct. According to the research of Stephen Kosslyn, we mentally construct images one at a time to help us
formulate reasonable solutions to problems or questions.
d) cognitive mapping.
Incorrect. Cognitive mapping is a form of mental imagery, but it is not the best answer to this question.
ANS: c, p. 222, A, LO=7.2, (3)
Learning Objective 7.3 - What kinds of concepts help us manage information?
7. Concepts are ideas that represent __________

a) a class or category of objects, events, or activities.
Correct. Concepts are defined as ideas that represent a class or category of objects, events, or activities.
b) patterns of behavior.
Incorrect. Concepts are mental categories and do not involve behavior.
c) higher-order conditioning and secondary reinforcers.
d) none of these.
ANS: a, p. 222, F, LO=7.3, (1)
% correct 79 a= 79 b= 4 c= 4 d= 14 r = .46
8. __________ is a mental category used to represent a class or group of objects.

a) An image
Incorrect. An image is a visual mental representation of a cognitive event.
b) A concept
Correct. Concepts help to organize information from our world and think and communicate with speed and
efficiency.
c) A template
d) A cohort
ANS: b, p. 222, F, LO=7.3, (1)

9. What are mental categories representing activities, objects, qualities, or situations that share some common
characteristics?
a) classes
b) concepts
Correct. Mental categories representing activities, objects, qualities, or situations that share some common
characteristics are called concepts.
c) attributes
Incorrect. Mental categories representing activities, objects, qualities, or situations that share some common
characteristics are called concepts.
d) classifications
ANS: b, p. 222, F, LO=7.3, (1)
% correct 75 a= 7 b= 75 c= 9 d= 9 r = .48
10. The fact that you recognize Great Danes, Dachshounds, Collies and Chihuahuas as being dogs is an example of
__________
a) a concept.
Correct. A concept helps to organize information based on shared features or qualities.
b) an image.
c) a template.
d) a cohort.
Incorrect. A cohort refers to a group of peers with whom you share some common experience or quality.
ANS: a, p. 222, A, LO=7.3, (1)
11. Don tells Ray he wants to get a new sports car. Ray immediately understands why, because he is familiar with
the common characteristics of sports cars and knows what makes them different from family cars. Ray is using
mental categories called __________
a) classes.
b) concepts.
Correct. Ray is using mental categories called concepts, which are ideas that represent a category of objects or
events.
c) attributes.
d) classifications.
Incorrect. Ray is using mental categories called concepts, which are ideas that represent a category of objects or
events. Classifications is not a term used for this process.
ANS: b, p. 222, A, LO=7.3, (2)
% correct 82 a= 0 b= 82 c= 11 d= 8 r = .46
12. Before enrolling in an abnormal psychology course, Gary’s idea of psychological disorders had been influenced
primarily by talk shows. He expected to hear the same kinds of stories he had heard on talk shows. What an eye-
opening experience the course turned out to be! How would a cognitive psychologist describe the influence the
course had on Gary’s idea of psychological disorders?
a) Gary learned the value of algorithms.
b) Gary now uses heuristics.
Incorrect. A cognitive psychologist would say that the course altered his concept of psychological disorders.
Heuristics are rules of thumbs used in problem solving.
c) The course increased Gary’s ability to use visual imagery.
d) The course altered Gary’s concept of psychological disorders.
Correct. A cognitive psychologist would say that the course altered his concept of psychological disorders because
of the new information presented to him.
ANS: d, p. 222, A, LO=7.3, (2)
% correct 75 a= 11 b= 9 c= 5 d= 75 r = .39
13. Mr. Bakken is outlining a classification system in his science class. Which of the following is he most likely
utilizing?
a) a natural concept
Incorrect. A natural concept is acquired from experiences, not from formal definitions.

b) a prototype
c) a formal concept
Correct. A formal concept is clearly defined by a set of rules or a formal definition.
d) a schema
ANS: c, p. 222, A, LO=7.3, (2)
14. Which of the following is NOT an example of a natural concept?

a) a fruit
b) a bird
Incorrect. A bird is a naturally occurring creature that is not defined by a specific set of rules. It is experienced as a
natural event, and thus this is an example of a natural concept.
c) an equilateral triangle
Correct. An equilateral triangle is formally defined as having three sides that are equal in length. This formal
definition makes it a formal concept.
d) a vegetable
ANS: c, pp. 222-223, C, LO=7.3, (1)
15. Which type of concepts tend to rely on everyday perceptions rather than strict classification?
a) natural concepts
Correct. Natural concepts are based on perceptions and experiences, not strict rules and classification systems.
b) formal concepts
c) language concepts
d) memory concepts
Incorrect. There is no such thing as a “memory concept.”
ANS: a, pp. 222-223, F, LO=7.3, (1)
16. Compared to formal concepts learned in science and math, natural concepts tend to be __________
a) easier to learn.
b) very clear and well defined.
Incorrect. Natural concepts tend to be fuzzy with unclear boundaries.
c) fuzzy with unclear boundaries.
Correct. Natural concepts tend to be fuzzy with unclear boundaries.
d) good fits with a rigid classification system.
ANS: c, pp. 222-223, C, LO=7.3, (2)
% correct 68 a= 0 b= 27 c= 68 d= 6 r = .47
17. Which is the most likely prototype for the concept “vehicle”?
a) glider
b) car
Correct. The most likely prototype for the concept “vehicle” is a car, because it is most familiar to folks today.
c) scooter
d) bicycle
Incorrect. The most likely prototype for the concept “vehicle” is a car. Bicycles aren’t as commonly used as cars.
ANS: b, p. 223, C, LO=7.3, (1)
% correct 89 a= 3 b= 89 c= 4 d= 3 r = .20
% correct 96 a= 4 b= 96 c= 0 d= 0 r = .29
18. Which example would most people take longest to identify as a fruit (even though it technically is a fruit)?
a) grape
b) apple
c) orange
Incorrect. An orange closely matches the prototype of fruit.
d) olive
Correct. Most people would take longest to identify an olive as a fruit because it has the fewest characteristics of the
prototype of fruit.
ANS: d, p. 223, A, LO=7.3, (3)

% correct 97 a= 0 b= 3 c= 0 d= 97 r = .20
19. __________ are individual instances, or examples, of a concept that are stored in memory from personal
experiences.
a) Auditory images
b) Visual images
Incorrect. Visual images refer to the way that most people process cognitive events in a visual fashion.
c) Exemplars
Correct. Exemplars are individual examples of a concept that are based on experience, and thus may vary from
person to person.
d) Motor images
ANS: c, p. 223, F, LO=7.3, (2)
20. Bertrand is from New Zealand. For him, the most familiar birds are zebra finches and kiwis. Averill is from
Alaska. For her, the most familiar birds are eagles and partridges. For each, these birds would be most adequately
considered __________
a) formal concepts.
b) exemplars.
Correct. These are exemplars because they are based on Bartrand and Averill’s personal experiences, both of which
are affected by their backgrounds.
c) fuzzy concepts.
d) prototypes.
Incorrect. Prototypes are objective “best fit” examples of specific concepts and are not based on individual
experience.
ANS: b, p. 223, A, LO=7.3, (3)
Learning Objective 7.4 - What are the roles of systematic processes, heuristics, framing, intuition, and anchoring in
decision making?
21. Wayne and Tammy are looking at buying a new house. They have decided that price is the most important factor
and will not look at homes that cost more than $300,000. In making their decision, Wayne and Tammy are using
_________
a) heuristics.
Incorrect. Wayne and Tammy are using elimination by aspects, which is a type of heuristic. Heuristic, however, is
not the best specific answer to the question.
b) elimination by aspects.
Correct. Wayne and Tammy have set conditions for their decision that eliminate all options that are over a specific
price. This helps narrow down the options from which they must choose.
c) the additive strategy.
d) reasoning.
ANS: b, p. 224, A, LO=7.4, (2)
22. What problem-solving strategies don’t guarantee solutions but make efficient use of time because they are based
on experience and previous knowledge?
a) heuristics
Correct. Heuristics don’t guarantee a solution but make efficient use of time.
b) algorithms
c) mnemonic devices
d) cognitive shortcuts
Incorrect. Cognitive shortcuts is an appealing term but it is not a definitional one used in the study of problem
solving.
ANS: a, p. 224, C, LO=7.4, (1)
23. Rules of thumb that are derived from experiences and used in decision-making and problem solving because
they usually work are __________

a) heuristics.
Correct. Rules of thumb that help solve problems and are based on experience are called heuristics.
b) additive strategies.
c) exemplars.
Incorrect. An exemplar is an example or instance of a concept that is based on experience.
d) ideas.
ANS: a, p. 224, F, LO=7.4, (2)
24. Chris leaves for work every morning at 6:15 a.m. even though he doesn’t need to be at work until 8:00. He
leaves when he does so he can avoid traffic jams, although this means that he is usually about 40 minutes early for
work. In deciding when to leave for work, Chris is using __________
a) heuristics.
Correct. Chris is using past experience to set a “rule” for future decisions. This is an example of a heuristic.
b) elimination by aspects.
c) the additive strategy.
d) reasoning.
Incorrect. The best answer to this question is heuristics, which usually (but not always) involve reasoning to achieve
a desired outcome.
ANS: a, p. 224, A, LO=7.4, (2)
25. In problem solving, the term rule of thumb refers to __________

a) heuristics.
Correct. The term rule of thumb refers to heuristics.
b) algorithms.
c) mnemonic devices.
d) cognitive shortcuts.
Incorrect. The term rule of thumb refers to heuristics.
ANS: a, p. 224, F, LO=7.4, (2)
% correct 70 a= 70 b= 1 c= 4 d= 14 r = .55
26. Dan recently watched a television program about rabies, and those animals that are typically vectors for the
disease. Last night, when he stepped outside to call his cat, he saw a raccoon waddling across his yard. The animal
acted strangely and came straight toward him. Dan immediately decided it must have rabies. He made his decision
based on __________
a) exemplars.
b) an algorithm.
c) a representativeness heuristic.
Incorrect. The representativeness heuristic is a thinking strategy based on how closely a new object or situation is
judged to resemble an existing prototype in memory.
d) an availability heuristic
Correct. The availability heuristic is a rule of thumb that says that the probability of an event or the importance
assigned to it is based on its availability in memory.
ANS: d, p. 224, A LO=7.4, (3)
27. Jay, a popular TV show host, made a joke regarding Ford Pinto’s and the dangers of owning them because of
their “perceived” tendency to blow up. Many Pinto owners took issue with Jay’s view as presented, in part due to a
fear that they could never re-sell their car. Jay’s very public joke and its potential to impact peoples’ perceptions is
an example of a(n) __________
a) representative heuristic.
b) availability heuristic.
c) exemplar.
d) additive strategy.

ANS: b, p. 224, A, LO=7.4, (3)
28. The last time he ate bacon for breakfast Bobby became ill and was sick for three days with the flu. As a result,
Bobby no longer eats bacon. He likely used __________ in making his decision.
a) the additive strategy
b) the representativeness heuristic
c) the availability heuristic
d) elimination by aspects
ANS: c, p. 224, A LO=7.4, (3)
29. The __________ is a thinking strategy in which the individual bases their decision upon how closely the
situation matches an existing prototype.
a) transitive heuristic
b) additive heuristic
c) availability heuristic
Incorrect. The availability heuristic is a rule of thumb that says that the probability of an event or the importance
d) representativeness heuristic
Correct. The representativeness heuristic is a thinking strategy based on how closely a new object or situation is
ANS: d, p. 224, F, LO=7.4, (1)
30. After tossing a nickel in the air 6 times and having it land showing “heads,” Nick decided his odds were best that
the nickel would land showing “tails” the next time. However, Nick failed to realize his odds were still 50-50. This
is an example of a(n) __________
a) representativeness heuristic.
Correct. The representativeness heuristic is a thinking strategy based on how closely a new object or situation is
b) availability heuristic.
c) exemplar.
d) additive strategy.
ANS: a, p. 224, A, LO=7.4, (3)
31. Seventy percent of the students in a classroom are women and 30 percent are men. One student is described as
ambitious, athletic, and assertive. Why are most people likely to think this description refers to a male student?
a) They are using the availability heuristic.
Incorrect. Availability refers to whether an item is easy to remember.
b) They are using the representativeness heuristic.
Correct. They are using the representativeness heuristic because being male and being ambitious, athletic, and
assertive are more typical and, thus, representative.
c) People seek only confirming information.
d) People tend to make relative comparisons.
ANS: b, p. 224, C, LO=7.4, (2)
32. People tend to make different decisions when they focus on what they might gain from an action rather than
what they might lose. This is an effect of __________
a) framing.
Correct. When an action is presented in a particular light so it emphasizes gains or losses this is the use of framing.
b) availability.
Incorrect. Availability refers to a heuristic that discusses the extent to which an event is immediately available in

one’s memory.
c) representativeness.
d) additive decision making.
ANS: a, pp. 225-226, F, LO=7.4, (2)
33. People with cancer tend to be more optimistic if their doctor says “You are 90% certain to survive” as opposed
to “There is a 1 in 10 chance you will die.” This is an example of __________
a) poor bedside manners.
b) a heuristic.
Incorrect. A heuristic is a rule of thumb for problem-solving or decision making that is based on past experience.
c) framing information.
Correct. If information is presented in a way that emphasizes advantages of disadvantages, this is an example of
framing.
d) developing a healthful concept.
ANS: c, pp. 225-226, A, LO=7.4, (3)
34. Fred is on a popular TV game show where you can win $1,000,000. He is currently at $16,000 and is not totally
certain if he knows the answer to the $32,000 question. His decision could be influenced if the host says “You can
take the $16,000 and go home, and that's a lot of money,” or “$32,000 is way more money than $16,000.” There is a
tendency for the contestants to do whatever the host suggests, and Fred will probably be no different. This is the
effect of __________
a) an availability heuristic.
b) a representativeness heuristic.
c) an additive strategy.
d) framing.
Correct. The manner in which a decision is presented – whether that presentation emphasizes positive or negative
aspects of the situation – is called framing.
ANS: d, pp. 225-226, A, LO=7.4, (3)
35. Rapidly formed judgments based on “gut feelings” or “instincts” are called __________
a) analogies
b) anchors
Incorrect. Anchoring refers to the exclusive focus on one aspect of a decision to the exclusion of other relevant
details.
c) frames
d) intuition
Correct. This is the correct definition of intuition.
ANS: d, p. 226, F, LO=7.4, (1)
36. Terrell is shopping for a new car, and the saleswoman wows him by emphasizing the fact that he can have the
car with a two thousand dollar rebate. She also mentions the offer of zero percent financing for 72 months, but she
does not really press that as a great option. Terrell has become convinced that the rebate is going to be the better
deal, even though he’d actually save much more money with the no-interest financing. The saleswoman has used
framing, but Terrell is falling prey to the effects of __________
a) intuition.
Incorrect. Intuition occurs when one makes judgments based on gut feelings instead of critically evaluating the
evidence before them.
b) anchoring.
Correct. Terrell has overemphasized the value of the immediate rebate and is disregarding the long-term value of
the no-interest loan. This is an example of anchoring.
c) the representativeness heuristic.
d) the availability heuristic.
ANS: b, p. 226, A, LO=7.4, (2)

Learning Objective 7.5 - What are some basic approaches to problem solving, and how do they differ?
37. The textbook defines problem solving as the thoughts and actions required to __________
a) reach a desired goal.
Correct. The outcome of any attempt to solve a problem is to reach a desired goal.
b) remember complicated information.
c) solve difficult problems that have only one correct answer.
Incorrect. This may be one type of problem solving (convergent thinking) but it is not the correct answer to this
question.
d) synthesize and use information in a productive fashion.
ANS: a, p. 227, F, LO=7.5, (1)
38. Trial and error is an example of __________

a) framing information.
b) a heuristic.
Incorrect. A heuristic is a rule of thumb to approach problem solving, but it is not the best answer to this question.
c) problem solving.
Correct. In trial and error, each possible solution to a problem is systematically attempted until a successful
solution is found.
d) an exemplar.
ANS: c, p. 227, C, LO=7.5, (1)
39. Carl has only limited background in automobile repair, however, he often fixes his own vehicles as well as those
of his friends. Typically, Carl can narrow a problem down to three to five likely causes. At that point, he tends to
replace those various parts until he finally gets the vehicle running correctly. Carl is using which problem solving
strategy?
a) elimination by aspects
b) the additive strategy
c) heuristics
Incorrect. A heuristic is a rule of thumb to approach problem solving, but it is not the best answer to this question.
Trial and error is not an example of a heuristic.
d) trial and error
Correct. Carl is using trial and error to try each possible solution until the correct answer to his problem is found.
ANS: d, p. 227, A, LO=7.5, (2)
40. Applying a solution used for a past problem to a current problem that shares many similar features is
__________
a) working backwards.
b) the analogy heuristic.
Correct. The analogy heuristic looks for relationships between problems and their solutions.
c) an algorithm.
Incorrect. An algorithm is a solution strategy that is guaranteed to find an answer. It does not apply to this question.
d) trial and error.
ANS: b, p. 227, F, LO=7.5, (3)
41. Three years ago when he couldn’t start his car, Bill discovered that his battery had gone dead. By replacing the
battery, Bill had solved the problem. This morning Bill went to start his car and again found that it wouldn’t start.
Noting the similarities with before, Bill went and purchased a new battery for his car. Bill is making use of which
problem-solving strategy?
a) analogy heuristic
Correct. Bill is using a past successful solution to a similar problem to guide his current problem-solving attempt.
This is the essence of the analogy heuristic.
b) working backwards
Incorrect. Bill is not starting at the solution and working his way back to a current problem.
c) framing
d) means-end analysis

ANS: a, p. 227, A, LO=7.5, (3)
42. What systematic problem-solving method guarantees a solution, provided that one exists?
a) heuristic method
Incorrect. The heuristic strategy is called a “rule of thumb” and does not guarantee a solution.
b) algorithmic method
Correct. The systematic problem-solving method that guarantees a solution is the algorithmic method. For example,
the Pythagorean theorem is algorithmic in a Euclidean space.
c) mnemonic device
d) cognitive shortcut
ANS: b, p. 228, C, LO=7.5, (2)
% correct 86 a= 14 b= 86 c= 0 d= 0 r = .42
43. A systematic, step-by-step procedure that guarantees a solution to a problem of a certain type is called
__________
a) trial and error.
Incorrect. Trial and error only guarantees a solution if the correct answer is available to the problem-solver.
b) an algorithm.
Correct. An algorithm, like a formula, always reveals the correct answer if it is applied appropriately.
c) means-end analysis.
d) working backwards.
ANS: b, p. 228, F, LO=7.5, (1)
44. Einstein’s famous E=mc2 is an example of __________

a) means-end analysis.
Incorrect. A means-end analysis is an example of a heuristic by which steps are taken to achieve a specific goal. The
best answer to this question is algorithm.
b) an algorithm.
Correct. Such a formula is an example of an algorithm because it will always reveal a correct answer (when used
appropriately).
c) an analogy heuristic.
d) trial and error.
ANS: b, p. 228, A, LO=7.5, (1)
45. Sally is enrolled in a high school geometry course, which she describes as “drawing figures and figuring
drawings.” In a typical class, students draw geometric figures and use a formula to calculate an aspect of the figure
such as its area. Each time Sally uses a formula she is making use of what psychologists call __________
a) heuristics.
Incorrect. Sally is making use of algorithms because the geometric rules always work. Heuristics don’t guarantee a
solution.
b) logarithms.
c) algorithms.
Correct. Sally is making use of algorithms because the rules will always produce a solution.
d) convergence.
ANS: c, p. 228, A, LO=7.5, (3)
% correct 82 a= 14 b= 4 c= 82 d= 0 r = .39
% correct 92 a= 3 b= 5 c= 92 d= 0 r = .28
46. In a heuristic called _________, a person determines the difference between the current situation and the goal
and then tries to reduce that difference by various methods.
a) means–end analysis
Correct. In a means–end analysis, a person determines the difference between the current situation and the goal and
then tries to reduce that difference by various means, or methods.
b) availability heuristic
c) representative heuristic
d) rule of linked arms

Incorrect. The correct heuristic is a means-end analysis. The rule of linked arms sounds like trying to reduce
differences by linking items, but it is not a term that is used.
ANS: a, p. 228, C, LO=7.5, (3)
% correct 86 a= 86 b= 5 c= 7 d= 2 r = .43
47. Chad has decided to build a house. In researching his house, Chad must decide on a design, research it, outline
it, draft it and then make decisions related to construction materials and sub-contractors. In making his decisions
relevant to his house project, Chad is using which strategy?
a) means-end analysis
Correct. Chad has determined the distance between his starting position and his goal, and is taking steps to reduce
that distance. This uses a means-end analysis.
b) an algorithm
c) trial and error
d) working backwards
Incorrect. Chad couldn’t very well start with a completed house and “deconstruct” it back to the beginning, now,
could he?
ANS: a, p. 228, A, LO=7.5, (2)
48. A loose screw on the visor causes it to drop down while Ben drives; however, he keeps forgetting to take a
screwdriver out to the car to fix it. When he notices the visor drop again, he reaches into his pocket for a dime he
uses to tighten the screw holding the visor. What problem-solving difficulty did Ben overcome?
a) relative comparison
b) functional fixedness
Correct. Ben overcame the problem of functional fixedness.
c) poor problem representation
d) the representative heuristic
Incorrect. Ben overcame the problem of functional fixedness.
ANS: b, p. 228, A, LO=7.5, (3)
% correct 90 a= 0 b= 90 c= 0 d= 10 r = .19
% correct 81 a= 11 b= 81 c= 2 d= 7 r = .23
49. The tendency to perceive and approach problems in the same ways that have worked in the past is called a
__________
a) mental set.
Correct. The tendency to perceive and approach problems in certain ways is called mental set.
b) means–end analysis.
c) noncompensatory modeling.
d) prototypical idealization.
Incorrect. The tendency to perceive and approach problems in certain ways is called mental set.
ANS: a, pp. 228-229, F, LO=7.5, (2)
% correct 72 a= 72 b= 4 c= 14 d= 11 r = .37
50. Rosemary, a college professor, has not been able to give up her overhead projector and transparencies even
though her classroom has equipment that will support computer-generated projected images. This might be an
example of __________
a) a heuristic.
b) a mental set.
Correct. Rosemary continues to use a past problem-solving strategy even though there are better, more efficient
strategies available to her.
c) an algorithm.
d) an analogy heuristic.
Incorrect. Rosemary is not looking for a relationship to a past solution. She is reapplying a past solution to the
exclusion of other possibilities.
ANS: b, pp. 228-229, A, LO=7.5, (2)
Learning Objective 7.6 - What are some important applications of artificial intelligence technologies?

51. A computer system programmed to simulate human thinking in solving problems and making judgments is
called __________
a) an algorithm.
b) artificial neural networking.
Incorrect. Artificial neural networking is a type of AI, but it is not the best answer to this question.
c) robotics.
d) artificial intelligence.
Correct. This is the definition of artificial intelligence.
ANS: d, p. 229, F, LO=7.6, (2)
52. Which of the following outcomes occurred when world chess Grand Master Garry Kasparov matched his chess
wits against computers?
a) Kasparov was not able to beat either computer, but did manage to play to a draw.
Correct. The best outcome Kasparov could manage was a draw.
b) Kasparov was beaten in every match by both Deep Blue and Deep Junior.
c) Kasparov beat Deep Blue and played to a Draw against Deep Junior.
Incorrect. Kasparov was unable to defeat either computer.
d) Kasparov was able to soundly defeat both computers
ANS: a, p. 229, F, LO=7.6, (3)
53. Computer systems that are intended to mimic the human brain are called __________
a) expert systems.
b) artificial neural networks.
Correct. These computer-based networks help researchers understand the interconnections that exist in the human
brain.
c) robots.
d) cyborgs.
Incorrect. Cyborgs may be fun to watch in movies and video games, but they do not exist in real life.
ANS: b, pp. 229-230, F, LO=7.6, (2)
Language
Learning Objective 7.7 - What are the necessary components of any language?
54. This is the study of how language is acquired, produced, and used and how sounds and symbols are translated
into meaning.
a) psycholinguistics
Correct. Psycholinguistics is generally described as the study of language.
b) semantics
Incorrect. Semantics refers to the meaning that is communicated in one’s use of language.
c) linguistics
d) communication theory
ANS: a, p. 230, F, LO=7.7, (2)
55. The smallest units of sound in a spoken language are known as __________
a) psycholinguistics.
Incorrect. Psycholinguistics is generally defined as the scientific study of the use of language.
b) phonemes.
Correct. Phonemes can vary from language to language, as different systems have different sounds that are used.
c) heuristics.
d) morphemes.
ANS: b, p. 231, F, LO=7.7, (2)
56. Language is based on universal sound units called __________

a) phonemes

Correct. Language is based on universal sound units called phonemes.
b) morphemes
Incorrect. Morphemes are the smallest units of meaning within a language.
c) semantics
d) registers
ANS: a, p. 231, F, LO=7.7, (1)
57. You are learning Russian in preparation for a trip next summer. Although you are doing a good job recognizing
the written signs you need to know, you are having trouble with the sounds of the Russian language. Which of the
following aspects of language is giving you trouble?
a) syntax
b) phonemes
Correct. Phonemes are the basic units of sound in a language.
c) morphemes
Incorrect. Morphemes are the smallest units of meaning in a language; the problem in this case is with the sounds,
not their meaning.
d) audiograms
ANS: b, p. 296, A, LO=7.7, (3)
% correct 71 a= 8 b= 71 c= 13 d= 8 r = .25
58. The sounds t, th, and sh are __________

a) morphemes.
Incorrect. The sounds t, th, and sh have no meaning, so they are not morphemes.
b) phonemes.
Correct. The sounds t, th, and sh are basic units of sound, or phonemes.
c) semantics.
d) sound bytes.
ANS: b, p. 231, C, LO=7.7, (2)
% correct 77 a= 19 b= 77 c= 4 d= 0 r = .48
% correct 87 a= 8 b= 87 c= 5 d= 0 r = .49
59. The smallest units of meaning in a language are known as __________

a) morphemes.
Correct. Morphemes, which include such word parts as prefixes, suffixes, articles, and root words, are the basic
units of meaning in language.
b) phonemes.
Incorrect. Phonemes refer to the basic units of spoken sound in a language.
c) semantics.
d) syntax.
ANS: a, p. 231, F, LO=7.7, (2)
60. How many morphemes are there in the sentence “I predicted it”?
a) four
Correct. There are four morphemes: I, predict, ed, it.
b) six
Incorrect. There are four morphemes: I, predict, ed, it.
c) five
d) seven
ANS: a, p. 231, C, LO=7.7, (2)
61. The basic meaningful units of any language are called __________
a) phonemes.
Incorrect. Phonemes are the basic units of sound.
b) morphemes.
Correct. The basic meaningful units of any language are called morphemes.
c) semantics.

d) sound bytes.
ANS: b, p. 231, F, LO=7.7, (1)
% correct 92 a= 3 b= 92 c= 5 d= 0 r = .51
62. What are the smallest units of meaning in a language?

a) words
b) syntax
c) phonemes
Incorrect. The basic units of meaning in a language are phonemes.
d) morphemes
Correct. Morphemes are the smallest units of meaning within a language.
ANS: d, p. 231, F, LO=7.7, (1)
% correct 63 a= 12 b= 7 c= 16 d= 63 r = .43
63. The system of rules that governs how we combine words to form phrases and sentences is called __________
a) syntax.
Correct. The system of rules that governs how we combine words to form phrases and sentences is called syntax.
b) semantics.
Incorrect. The system of rules that governs how we combine words to form phrases and sentences is called syntax.
c) morphology.
d) phonology.
ANS: a, p. 231, F, LO=7.7 (2)
64. The rule in English that adjectives usually come before nouns is part of __________
a) semantics.
Incorrect. Semantics refers to the meaning that is communicated in one’s use of language.
b) surface structure.
c) syntax.
Correct. Syntax refers to the rules for combining letters into words and words into sentences.
d) grammatics.
ANS: c, p. 231, C, LO=7.7, (2)
65. The system of rules that governs how we assign meaning to the morphemes we use is called __________
a) syntax.
Incorrect. Syntax is the system of rules for combining words and phrases to form grammatically correct sentences.
b) semantics.
Correct. The system of rules that governs how we assign meaning to the morphemes we use is called semantics.
c) phonology.
d) regularization.
ANS: b, p. 231 F, LO=7.7, (2)
% correct 79 a= 13 b= 79 c= 8 d= 0 r = .33
66. The meaning derived from morphemes, words, and sentences is referred to as __________
a) syntax.
b) semantics.
Correct. Semantics refers to the meaning that is communicated in the use of language.
c) pragmatics.
Incorrect. Pragmatics refers to the social rules for how language should be used to communicate.
d) heuristics.
ANS: b, p. 231, F, LO=7.7, (2)
67. Pragmatics are defined as __________

a) the characteristics of spoken language, such as intonation and gestures, which indicate the social
meaning of utterances.
Correct. The characteristics of spoken language, such as intonation and gestures, that indicate the social meaning
of utterances are referred to as the pragmatics.

b) the system of rules that governs how we combine words to form grammatical sentences.
c) the language rules that determine how sounds and words can be combined and used to communicate
meaning within a language.
d) the language rules used to solve problems between people.
Incorrect. The characteristics of spoken language, such as intonation and gestures,t hat indicate the social meaning
of utterances are referred to as the pragmatics.
ANS: a, p. 232, F, LO=7.7, (2)
Learning Objective 7.8 - In what ways does thinking influence language?
68. What do we call the hypothesis that language influences what we think?
a) the dynamic hypothesis
b) the language reaction hypothesis
Incorrect. The hypothesis that language influences what we think is called the linguistic relativity hypothesis. There
is no such thing as the reaction hypothesis.
c) the linguistic relativity hypothesis
Correct. The hypothesis that language influences what we think is called the linguistic relativity hypothesis.
d) the cognitive linguistic hypothesis
ANS: c, p. 232, F, LO=7.8, (1)
% correct 77 a= 2 b= 7 c= 77 d= 14 r = .65
69. According to __________, the language a person speaks determines the nature of that person’s thoughts.
a) Allen and Beatrix Gardner
b) David Premack
c) Benjamin Whorf
Correct. Whorf is one of the original proponents of the linguistic relativity hypothesis, which is described in this
question.
d) Herbert Terrace
Incorrect. The founder of the linguistic relativity hypothesis was Benjamin Whorf.
ANS: c, p. 232, F, LO=7.8, (3)
70. According to this hypothesis, people’s worldview is constructed primarily by the words in their language.
a) primary linguistic hypothesis
b) linguistic relativity hypothesis
Correct. This idea, founded by Benjamin Whorf, suggests that the words we use help construct the thoughts we have.
c) dominant lingual concepts hypothesis
d) worldview hypothesis
Incorrect. The idea that words help shape thoughts is called the linguistic relativity hypothesis.
ANS: b, p. 232, C, LO=7.8, (2)
71. The linguistic relativity hypothesis suggests that __________

a) one’s language determines the pattern of one’s thinking and view of the world.
Correct. The linguistic relativity hypothesis suggests that one’s language determines the pattern of one’s thinking
and view of the world.
b) one’s thinking and view of the world determines the structure of one’s language.
c) we decide which objects belong to a concept according to what is most probable or sensible, given the
facts at hand.
Incorrect. The linguistic relativity hypothesis suggests that one’s language determines the pattern of one’s thinking
and view of the world.
d) perception of surface structure precedes deep structure in understanding a sentence.
ANS: a, p. 232, C, LO=7.8, (3)
% correct 71 a= 71 b= 8 c= 0 d= 21 r = .20
72. A famous lecturer argues that because the Hopi Indians have only two nouns for things that fly, one for birds and
another for nonbirds, the Hopi MUST interpret all flying things in terms of these two nouns. This argument is based
on __________

a) the idealized prototype construct.
b) bottom-up processing.
Incorrect. This argument is based on the linguistic relativity hypothesis. Bottom-up processing is a concept in
perception and is not relevant here.
c) deep structure elaboration.
d) the linguistic relativity hypothesis.
Correct. This argument is based on the linguistic relativity hypothesis, which states that language determines
thought patterns.
ANS: d, p. 232, A, LO=7.8, (3)
73. Researchers have found that __________ influenced by culture.

a) neither language nor thought is
Incorrect. Researchers have found that both language and thought are influenced by culture.
b) language, but not thought, is
c) thought, but not language, is
d) both language and thought are
Correct. Researchers have found that both language and thought are influenced by culture.
ANS: d, p. 232, F, LO=7.8, (2)
74. People whose native language has many color words can remember colors __________ people whose native
language have only a few color words.
a) about as well as
Correct. This finding by Eleanor Rosch did not support Whorf’s linguistic relativity hypothesis.
b) somewhat better than
c) worse than
d) much better than
Incorrect. Rosch found that both groups of individuals remembered color equivalently.
ANS: a, p. 232, A, LO=7.8, (2)
Learning Objective 7.9 - What are the advantages of learning a second language in childhood or adulthood?
75. Most native-born Americans speak __________ language(s).

a) 2
Incorrect. Most Americans who are bilingual are not native-born Americans.
b) 1
Correct. Most native-born Americans only speak one language.
c) 3
d) 4
ANS: b, p. 233, F, LO=7.9, (1)
76. In addition to their own language, all Dutch schoolchildren learn all but WHICH of the following languages?
a) Spanish
Correct. Spanish is not a required language of Dutch children’s schooling.
b) German
Incorrect. The relationship between Dutch and German makes it a natural teaching option that Dutch
schoolchildren would be instructed in German.
c) French
d) English
ANS: a, p. 233, F, LO=7.9, (1)
Learning Objective 7.10 - What does research indicate about animals’ capacity for language?
77. How many signs did the Gardners’ chimp, Washoe, master by age five?
a) 12
b) 24
c) 60

Incorrect. Washoe had mastered far more than 60 signs by the end of her fifth year.
d) 160
Correct. By the end of her fifth year, Washoe had mastered about 160 signs.
ANS: d, pp. 234-235, F, LO=7.10, (1)
78. Despite significant effort, Terrace was only able to teach Nim Chimpsky __________ symbols.
a) 125
Correct. This particular chimpanzee was only able to learn about 125 symbols, although other chimps were able to
learn quite a few more.
b) 35
c) 75
d) 240
Incorrect. Nim Chimpsky was only able to learn about 125 symbols, although other chimps learned to use quite a
few more.
ANS: a, p. 235, F, LO=7.10, (1)
79. Which of the following primates most successfully mastered language?

a) Washoe
b) Kanzi
Correct. In the attempt to teach animals language, Kanzi has been far and away the most successful outcome.
c) Sarah
d) Nim Chimpsky
Incorrect. Nim Chimpsky’s acquisition of language was limited to only about 125 symbols.
ANS: b, p. 235, F, LO=7.10, (2)
80. Which of the following is NOT an animal that has been taught to produce behavior that some think is language
like?
a) chimpanzee
Incorrect. Chimps have been taught to use language.
b) parrot
c) armadillos
Correct. Armadillos have not been taught to use language.
d) dolphin
ANS: c, p. 236, F, LO=7.10, (1)
Intelligence
Learning Objective 7.11 - How do the views of Spearman, Thurstone, Gardner, and Sternberg differ with regard to
the definition of intelligence?
81. The ability to adapt to the environment, learn from experience, reason effectively and overcome obstacles
through thought defines __________
a) cognition.
Incorrect. Intelligence is an aspect of cognition, but cognition is not the best answer to this question.
b) consciousness.
c) intelligence.
Correct. These are all aspects of the APA’s definition of intelligence.
d) awareness.
ANS: c, p. 236, F, LO=7.11, (1)
82. Which of the following was NOT included in the definition of intelligence as put forth by the American
Psychological Association?
a) high creativity
Correct. Intelligence and creativity are often qualities that co-occur in individuals, but creativity is not a requisite of
intelligence according to the APA.
b) ability to understand complex ideas

c) ability to adapt to the environment
d) ability to learn from experience
Incorrect. This is one of the factors of intelligence that was identified by an APA task force of experts.
ANS: a, p. 236, F, LO=7.11, (3)
83. The ability to understand the world, think rationally or logically, and use resources effectively when faced with
challenges or problems is the psychologist’s working definition of __________
a) divergent problem solving.
b) creative thinking.
Incorrect. Creative thinking is a term that encompasses many types of problem solving.
c) heuristic usage.
d) intelligence.
Correct. The ability to understand the world, think rationally or logically, and use resources effectively when faced
with challenges or problems is a psychologist’s working definition of intelligence.
ANS: d, pp. 236-237, F, LO=7.11, (2)
% correct 79 a= 14 b= 8 c= 0 d= 79 r = .33
% correct 67 a= 23 b= 9 c= 1 d= 67 r = .33
84. Charles Spearman believed that intelligence is composed of __________

a) verbal and mathematical abilities.
Incorrect. Charles Spearman believed that intelligence is composed of general intelligence and specific abilities.
b) crystallized and visual-motor abilities.
c) general intelligence and specific abilities.
Correct. Charles Spearman believed that intelligence is composed of general intelligence and specific intelligence.
d) analytical, creative, and practical intelligence.
ANS: c, p. 237, F, LO=7.11, (1)
% correct 47 a= 32 b= 8 c= 47 d= 13 r = .33
85. According to Spearman, intelligence is composed of a general ability that underlies all intellectual functions.
This is the __________
a) a factor.
b) s factor.
Incorrect. Spearman’s concept of ‘s’ referred to specific intellectual abilities.
c) g factor.
Correct. Spearman’s concept of ‘g’ referred to ‘general mental (or cognitive) ability’.
d) i factor.
ANS: c, p. 237, F, LO=7.11, (1)
86. In addition to general intelligence, Charles Spearman believed that intelligence scores also reflected __________
a) specific intellectual abilities, or s factors.
Correct. In the theory of Charles Spearman, ‘g’ was constructed of several ‘s’ factors.
b) fluid intelligence, or f factors.
c) crystallized intelligence, or c factors.
d) genetic abilities.
Incorrect. Spearman did not refer to genetic abilities. All g and s factors were thought to be inborn.
ANS: a, p. 237, C, LO=7.11, (2)
87. __________ argued that intelligence is composed of seven primary mental abilities rather than a single g factor.
a) Charles Spearman
b) Louis Thurstone
Correct. Thurstone rejected Spearman’s concept of a ‘g-factor’ and instead suggested that there were multiple
(seven) different types of primary intelligence.
c) Howard Gardner
Incorrect. Gardner’s theory of multiple intelligences included eight different areas of intellectual ability.
d) Alfred Binet
ANS: b, p. 237, F, LO=7.11, (2)

88. Which of the following is one of the seven primary mental abilities proposed by Louis Thurstone?
a) numerical ability
Correct. Numerical ability is one of Thurstone’s proposed primary mental abilities.
b) creativity
Incorrect. Thurstone’s seven primary mental abilities did not include creativity.
c) problem-solving ability
d) retrieval ability
ANS: a, p. 237, F, LO=7.11, (3)
89. The “Primary Mental Abilities Test,” developed by Louis and Thelma Thurstone, measures __________
a) the g-factor.
Incorrect. The g-factor is part of Spearman’s theory, and was rejected by Louis Thurstone.
b) creativity.
c) three separate aspects of intelligence.
d) seven different areas of intelligence.
Correct. This test was designed to assess the seven areas of primary mental ability that were found in Louis
Thurstone’s theory of intelligence.
ANS: d, p. 237, A, LO=7.11, (1)
90. Which of these is one of Howard Gardner’s multiple intelligences?

a) poetic
b) digital
c) creative
Incorrect. Creative intelligence is not one of Gardner’s intelligences.
d) naturalistic
Correct. Naturalistic intelligence is one of Gardner’s intelligences.
ANS: d, p. 237, F, LO=7.11, (3)
% correct 94 a= 2 b= 1 c= 3 d= 94 r = .21
91. Gardner’s theory of multiple intelligences divides intelligence into __________ independent abilities.
a) three
Incorrect. Gardner’s theory of multiple intelligences divides intelligence into nine independent abilities.
b) five
c) six
d) eight
Correct. Gardner’s theory of multiple intelligences divides intelligence into eight independent abilities.
ANS: d, p. 237, F, LO=7.11, (2)
92. A theory of intelligence with eight components was postulated by __________

a) Gardner.
Correct. A theory of intelligence with eight components was postulated by Gardner.
b) Spearman.
c) Sternberg.
Incorrect. Sternberg postulated a three-part theory of intelligence.
d) Terman.
ANS: a, p. 237, F, LO=7.11, (2)
93. Gardner and his associates are known for proposing __________
a) the generalized theory of intelligence.
b) the Triarchic theory of intelligence.
Incorrect. Sternberg proposed the Triarchic theory of intelligence.
c) the theory of multiple intelligences.
Correct. Gardner and his associates are known for proposing the theory of multiple intelligences.
d) the theory of emotional intelligence.

ANS: c, p. 237, F, LO=7.11, (1)
% correct 76 a= 11 b= 5 c= 76 d= 8 r = .39
94. Instead of looking for underlying factors of intelligence, __________ proposed there are eight independent and
equally important forms of intelligence.
a) Howard Gardner
Correct. Gardner’s theory of multiple intelligences included eight different kinds of mental ability that he claimed
were all equally important.
b) Robert Sternberg
c) Louis Thurstone
Incorrect. Thurstone’s theory of multiple intelligences include seven areas that he called primary mental abilities.
d) Charles Spearman
ANS: a, pp. 237-238, F, LO=7.11, (2)
95. Which of the following is NOT one of Gardner’s eight independent forms of intelligence?
a) componential intelligence
Correct. Componential intelligence was part of Sternberg’s theory, not Gardner’s.
b) spatial intelligence
c) intrapersonal intelligence
d) naturalistic intelligence
Incorrect. Naturalistic intelligence was identified by Gardner as one of the eight types of intelligence.
ANS: a, pp. 237-238, F, LO=7.11, (2)
96. Tony was an outstanding athlete in high school. However, his grades were so poor that he eventually dropped
out of school. According to Gardner, it might be argued that Tony is high in which type of intelligence?
a) interpersonal
b) spatial
Incorrect. Spatial intelligence is the ability to use images that represent spatial relations. It is surely a factor in
athletics, but this is not the best answer to the question.
c) bodily-kinesthetic
Correct. Bodily-kinesthetic intelligence is the ability to learn and execute physical movements, which is an ability
that is key for athletes.
d) naturalistic
ANS: c, pp. 237-238, A, LO=7.11, (1)
97. Liza plans to study architecture in college. She is already quite skilled at drawing buildings in great detail, and
can visualize and draw three-dimensional forms far better than most students her age. Howard Gardner would say
Liza shows a high degree of __________
a) spatial intelligence.
Correct. Spatial intelligence is the ability to use images that represent spatial relations.
b) contextual intelligence.
Incorrect. Contextual intelligence is part of Sternberg’s theory, not Gardner’s.
c) kinesthetic intelligence.
d) intrapersonal intelligence.
ANS: a, pp. 237-238, A, LO=7.11, (2)
98. Of the following individuals, __________ would be most likely to say that musical and athletic ability are both
forms of intelligence and as such are just as important as mathematical and language abilities.
a) Louis Thurstone
b) Robert Sternberg
Incorrect. Sternberg believed that different types of intelligence held different importance levels in different
contexts.
c) Howard Gardner
Correct. Gardner believed that different types of intelligence were equally important.
d) David Wechsler
ANS: c, pp. 237-238, C, LO=7.11, (2)

99. Howard Gardner and Robert Sternberg agree to be interviewed together on the topic of intelligence. At the end
of the interview, what do you conclude is their major point of agreement?
a) Heredity is the major factor determining intelligence.
b) Standardized tests do not assess the many facets of intelligence.
Correct. Both Gardner and Sternberg believe there are different styles of intelligence, not all of which are measured
by standardized tests.
c) There is no correlation between intelligence quotients and academic success in grade school.
Incorrect. Neither Gardner nor Sternberg denied the correlation between intelligence quotients and academic
success in grade school.
d) The concept of intelligence serves no purpose in a society in which computers are so frequently used.
ANS: b, pp. 237-238, C, LO=7.11, (3)
% correct 96 a= 0 b= 96 c= 4 d= 0 r = .38
100. Which is the MOST controversial aspect of Gardner’s theory?

a) his suggestion regarding ethnic variations in intellectual range
b) his suggestion that members of some racial groups are more intelligent than others
Incorrect. These claims are attributed to people like Jensen, Herrnstein, and Murray, not to Gardner.
c) his view that all forms of intelligence are of equal importance
Correct. The idea that there is not one form of intelligence that holds greater importance than others is
controversial among intelligence theorists.
d) his suggestion that multi-lingual people are more intelligent
ANS: c, p. 238, C, LO=7.11, (3)
101. The three types of intelligence proposed by Robert Sternberg are experiential, contextual and __________
a) intrapersonal.
Incorrect. Intrapersonal intelligence is attributed to Gardner’s theory, not Sternberg’s.
b) theoretical.
c) spatial.
d) componential.
Correct. Componential intelligence, sometimes called analytical intelligence, was the third of Sternberg’s theory of
multiple intelligences.
ANS: d, p. 238, F, LO=7.11, (1)
102. The ability to find new and creative ways to adapt to one’s environmental circumstances would be categorized
under what Sternberg referred to as __________
a) experiential intelligence.
b) contextual intelligence.
Correct. Contextual intelligence, sometimes called creative intelligence, can be thought of as a person’s ability to
“think outside the box.”
c) componential intelligence.
Incorrect. Componential intelligence, sometimes called analytic intelligence, can be thought of as academic type
knowledge that is mastered in school and tapped on IQ and achievement tests.
d) spatial intelligence.
ANS: b, p. 238, F, LO=7.11, (3)
103. Which of the following is NOT one of Sternberg’s three types of intelligence?
b) incremental intelligence
Correct. Incremental intelligence is not found in any major theory of intelligence.
c) experiential intelligence
Incorrect. Experiential intelligence, which is sometimes called creative intelligence, is part of Sternberg’s theory.
d) contextual intelligence
ANS: b, p. 238, F, LO=7.11, (1)
104. What three types of intelligence constitute Sternberg’s Triarchic theory of intelligence?

a) global, intuitive, and special
b) general, global, and specific
c) analytical, creative, and practical
Correct. Analytical, creative, and practical are Sternberg’s three types of intelligence.
d) mathematical, reasoning, and verbal
Incorrect. Analytical, creative, and practical are Sternberg’s three types of intelligence.
ANS: c, p. 238, F, LO=7.11, (3)
% correct 83 a= 2 b= 1 c= 83 d= 14 r = .54
105. According to Robert Sternberg, __________ is the ability to deal with new and different concepts and to come
up with new ways of solving problems (divergent thinking, in other words).
b) experiential intelligence
Correct. Experiential intelligence is the ability to deal with new and different concepts and to come up with new
ways of solving problems.
c) contextual intelligence
Incorrect. Contextual intelligence is best described as “street smarts,” or the ability to use information to get along
in life.
d) altruistic intelligence
ANS: b, p. 238, C, LO=7.11, (2)
106. Shalissa is described as being tactful and able to manipulate situations to her advantage. She is probably high in
__________
a) componential intelligence.
b) experiential intelligence.
Incorrect. Experiential intelligence is the ability to deal with new and different concepts and come up with new ways
of solving problems.
c) contextual intelligence.
Correct. Contextual intelligence is best described as “street smarts,” or the ability to use information to get along in
life.
d) formulaic intelligence.
ANS: c, p. 238, C, LO=7.11, (2)
107. Despite his lack of formal education, Randy has made a good living operating heavy machinery. Sternberg
would suggest that Randy’s success is due to __________
a) tacit knowledge.
Correct. Tacit knowledge is described by Sternberg as that which comes from real-world experience and is often
acquired without the help of others.
b) knowledge by description.
c) formal academic knowledge.
Incorrect. Formal academic knowledge is the type of information that is gained in school. It is not likely that Randy
learned to operate machinery in school, but rather through experience.
d) knowledge by acceptance.
ANS: a, p. 238, A, LO=7.11, (2)
108. Many individuals perform very well in their jobs and in real-life situations, but they do not have a lot of
academic knowledge. Sternberg suggested these individuals possess a lot of __________
a) formal knowledge.
Incorrect. Sternberg felt that formal knowledge is the type of information that one gains in school settings.
b) tacit knowledge.
Correct. Sternberg felt that tacit knowledge is acquired through experience, while formal knowledge is acquired in
school.
c) explicit knowledge.
d) interpersonal knowledge.
ANS: b, p. 238, A, LO=7.11, (2)

109. According to Sternberg, the type of knowledge that is action oriented and gained without direct help from
others is __________ knowledge.
a) formal
Incorrect. Formal knowledge is gained in school settings and comes with help from others.
b) explicit
c) interpersonal
d) tacit
Correct. Tacit knowledge comes without direct help and is a result of real-world experience.
ANS: d, p. 238, C, LO=7.11, (3)
110. Which of the following is NOT one of the three areas of intelligence described by Sternberg?
a) analytical
Incorrect. Sternberg did consider analytical intelligence one of the three areas of intelligence.
b) exponential
Correct. Exponential intelligence is not a term used by Sternberg.
c) practical
d) creative
ANS: b, p. 238, F, LO=7.11, (3)
% correct 66 a= 2 b= 66 c= 12 d= 19 r = .33
111. According to Robert Sternberg, __________ refers to the ability to break problems down into component parts,
or analysis, for problem solving. This is the type of intelligence that is measured by intelligence tests and academic
achievement tests.
a) analytical intelligence
Correct. Analytical intelligence is the type of intelligence that is measured by intelligence tests and academic
achievement tests.
b) creative intelligence
Incorrect. Creative intelligence is the ability to deal with new and different concepts and come up with new ways of
solving problems.
c) practical intelligence
d) none of these
ANS: a, p. 238, C, LO=7.11, (3)
% correct 60 a= 60 b= 12 c= 11 d= 17 r = .19
112. According to Robert Sternberg, __________ is best described as “street smarts,” or the ability to use
information to get along in life. People who have it know how to be tactful, how to manipulate situations to their
advantage, and how to use inside information to increase their odds of success.
a) analytical intelligence
b) creative intelligence
Incorrect. Creative intelligence is the ability to deal with new and different concepts and come up with new ways of
solving problems.
c) practical intelligence
Correct. Practical intelligence is best described as “street smarts,” or the ability to use information to get along in
life.
d) none of these
ANS: c, p. 238, C, LO=7.11 (2)
% correct 80 a= 7 b= 4 c= 80 d= 9 r = .32
Learning Objective 7.12 - What did Binet, Terman, and Wechsler contribute to the study of intelligence?
113. Measuring intelligence by testing is a rather new concept in the history of the world. The idea of such testing
came from _________
a) France.
Correct. The idea of such testing came from France.
b) United States.
c) United Kingdom.

d) Soviet Union.
Incorrect. The idea of such testing came from France.
ANS: a, p. 239, F, LO=7.12, (3)
% correct 91 a= 91 b= 3 c=3 d= 2 r = .41
114. People began measuring intelligence through tests roughly__________ years ago.
a) 50
b) 100
Correct. Intelligence testing is roughly 100 years old.
c) 200
Incorrect. Intelligence testing is roughly 100 years old.
d) 500
ANS: b, p. 239, F, LO=7.12, (3)
% correct 67 a= 15 b= 67 c= 15 d= 2 r = .22
115. Who developed the concept of mental age and published the first successful test of intelligence?
a) Lewis Terman
b) Charles Spearman
c) Alfred Binet
Correct. Binet, a French educator, published the first IQ test in 1905 and created the concept of mental age.
d) William Stern
Incorrect. Stern developed the first format for calculating one’s intelligence quotient.
ANS: c, p. 239, F, LO=7.12, (3)
116. Alfred Binet designed the first __________ test.

a) aptitude
Incorrect. Alfred Binet designed the first intelligence test.
b) performance-based
c) perception
d) intelligence
Correct. Alfred Binet designed the first intelligence test.
ANS: d, p. 239, F, LO=7.12, (1)
% correct 93 a= 2 b= 5 c= 1 d= 93 r = .22
% correct 95 a= 0 b=5 c= 0 d= 95 r = .19
117. The first successful intelligence test was the __________

a) Stanford-Binet.
Incorrect. The Stanford-Binet was published in 1916.
b) Wechsler.
c) Terman-Stern.
d) Binet-Simon.
Correct. The Binet-Simon was published in 1905.
ANS: d, p. 239, F, LO=7.12, (3)
118. Binet felt children should be classified as mentally retarded when their mental age was at least __________
below their chronological age.
a) two years
Correct. This way of determining mental retardation is no longer used, but it was the original “jumping off” point
for quantifying the concept of mental retardation.
b) one year
c) three years
d) six months
Incorrect. In order for Binet to consider a child mentally retarded, that child had to be at least two years behind
his/her same-aged peers.
ANS: a, p. 239, F, LO=7.12, (2)

119. He devised a simple formula for calculating an index of intelligence, or intelligence quotient (IQ).
a) Theo Simon
b) William Stern
Correct. Stern devised the first IQ formula in 1912.
c) Franz Gall
d) Alfred Binet
Incorrect. Alfred Binet developed the first IQ test in 1905 with his colleague Theodore Simon.
ANS: b, p. 239, F, LO=7.12, (2)
120. William Stern developed a method for assessing similar degrees of retardation in children of different ages
when he devised the __________
a) Stern Scale.
b) deviation score.
c) intelligence quotient.
Correct. Stern devised the first formula for the IQ in 1912.
d) Stanford Scale.
Incorrect. There is no such thing as a “Stanford Scale” in intelligence theory.
ANS: c, p. 239, F, LO=7.12, (3)
121. An 8-year-old child who scored like an average 10-year-old on an intelligence test would have a mental age of
__________ and an IQ of __________
a) 8; 80.
Incorrect. The IQ is based on a mental age of 10 divided by a chronological age of 8 and multiplied by 100. This
gives an IQ of 125.
b) 8; 125.
c) 10; 100.
d) 10; 125.
Correct. The IQ is based on a mental age of 10 divided by a chronological age of 8 and multiplied by 100. This
gives an IQ of 125.
ANS: d, pp. 239-240, A, LO=7.12, (3)
% correct 62 a= 22 b= 7 c= 8 d= 62 r = .30
122. Dallas is a 10-year-old boy who has a mental age of 10 years. His IQ would be __________
a) 80.
b) 100.
gives an IQ of 100 for Dallas.
c) 115.
d) 130.
gives an IQ of 100 for Dallas.
ANS: b, pp. 239-240, C, LO=7.12, (2)
% correct 91 a= 4 b= 91 c= 1 d= 3 r = .27
123. Jordan is a 10-year-old boy who has a mental age of 8 years. His IQ would be __________
a) 80.
gives an IQ of 80 for Jordan.
b) 100.
c) 125.
gives an IQ of 80 for Jordan.
d) 140.
ANS: a, pp. 239-240, C, LO=7.12, (2)
% correct 85 a= 85 b= 10 c= 4 d= 1 r = .28

124. To which of the following groups of people is the Stanford-Binet LEAST suited?
a) children
Incorrect. It is least suited to older adults.
b) adolescents
c) young adults
d) older adults
Correct. It is least suited to older adults.
ANS: d, pp. 239-240, C, LO=7.12, (3)
125. The correct formula for determining IQ as used in Terman’s development of the Stanford-Binet Test was
__________
a) MA/DA × 100.
b) MA/CA ×100.
Correct. The correct formula for determining IQ as used in Terman’s development of the Stanford-Binet Test was
MA/CA × 100.
c) MA/CA.
d) CA/MA × 100.
Incorrect. The correct formula for determining IQ as used in Terman’s development of the Stanford-Binet Test was
MA/CA × 100.
ANS: b, p. 240, C, LO=7.12, (3)
126. __________, a professor of psychology at Stanford University, revised the Binet-Simon scale so it could be
used with American school children.
a) William Stern
b) Lewis Terman
Correct. Terman released his revision of the Binet-Simon in 1916 under the name Stanford-Binet.
c) Theodore Simon
d) David Wechsler
Incorrect. David Wechsler’s intelligence tests were not released until the late 1930s
ANS: b, p. 240, F, LO=7.12, (1)
127. Standards used for bases of comparison, which are derived from the scores of large numbers of people are
called __________
a) deviations.
Incorrect. A norm is used to compare one individual score to a group of scores.
b) derivatives.
c) quotients.
d) norms.
Correct A norm is used to compare one individual score to a group of scores.
ANS: d, p. 240, F, LO=7.12, (1)
128. In 1916, Lewis Terman improved William Stern’s formula for figuring the intelligence quotient. Which of the
following is the formula as it stands after Terman’s improvement?
a) chronological age divided by mental age, times 100
Incorrect. (MA/CA) x 100 is the Terman formula for IQ.
b) chronological age times mental age, divided by 100
c) mental age times chronological age, divided by 100
d) mental age divided by chronological age, times 100
Correct. (MA/CA) x 100 is the Terman formula for IQ.
ANS: d, p. 240, F, LO=7.12, (2)
129. David Wechsler developed a new way to calculate intelligence scores because the old technique of dividing
mental age by chronological age did not translate well to __________
a) children under 18 years of age.
Incorrect. The existing IQ tests were fine for kids and adolescents, but not for adults.
b) adults.

Correct. This problem is what led to the publication of Wechsler’s first IQ test, the WAIS, or Wechsler Adult
Intelligence Scale.
c) children under 10 years of age.
d) infants.
ANS: b, p. 240, C, LO=7.12, (1)
130. Today, IQ scores for adults are calculated by comparing a person’s score with the average score of people who
are the same age. This was proposed by __________
a) Alfred Binet.
b) William Stern.
Incorrect. David Wechsler is the theorist who came up with this revised way of calculating IQ.
c) Lewis Terman.
d) David Wechsler.
Correct. Wechsler proposed that this was a better way of calculating a person’s intelligence because it compared an
individual to other similar people.
ANS: d, p. 240, F, LO=7.12, (1)
131. Which of the following tests would be bested suited to an 8-year-old child?
a) WAIS-IV
b) K-ABC
Correct. The WISC-III is best suited to an 8-year-old child.
c) WPPSI-R
Incorrect. The WISC-III is best suited to an 8-year-old child.
d) DSM-IV-TR
ANS: b, p. 240, F, LO=7.12, (2)
% correct 63 a= 10 b= 63 c= 11 d= 13 r = .29
132. Jane is 22 years old. For her job, she needs to take an intelligence test. Which would be the most appropriate
test for her age group?
a) WAIS-III
Correct. The WAIS-III is best suited to her age group.
b) K-ABC
c) WPPSI-R
Incorrect. The WAIS-III is best suited to her age group.
d) DSM-IV-TR
ANS: a, p. 240, A, LO=7.12, (2)
133. Which of the following is NOT a group administered intelligence test?

a) Otis-Lennon Mental Ability Test
b) Stanford-Binet Intelligence Test
Correct. The Stanford-Binet is administered to one child at a time.
c) California Test of Mental Maturity
d) Cognitive Abilities Test
Incorrect. The Cognitive Abilities Test is a group intelligence test.
ANS: b, p. 240, F, LO=7.12, (2)
134. The California Test of Mental Maturity and the Otis-Lennon Mental Ability Test have an advantage over tests
like the WISC-IV in that __________
a) they have been proven to be more reliable.
b) they yield two separate scores rather than one overall score.
Incorrect. The advantage of the CTMM and the OLMA over the WISC-IV is that they can be given to multiple people
at one time.
c) they can be administered to groups rather than just one person at a time.
Correct. These are both examples of group administered intelligence tests.
d) they are able to identify intellectual strengths in verbal and non-verbal areas.
ANS: c, p. 240, C, LO=7.12, (2)

Learning Objective 7.13 - Why are reliability, validity, standardization, and cultural bias important in intelligence
testing?
135. A test is said to be reliable if __________

a) a person’s score on a test is pretty much the same every time he or she takes it.
Correct. By test reliability, psychologists mean whether a person’s score on a test is dependable and consistent.
b) it contains an adequate sample of the skills it is supposed to measure.
c) its results agree with a more direct measure of what the test is designed to predict.
Incorrect. By test reliability, psychologists mean whether a person’s score on a test is dependable and consistent.
d) it is culture-fair.
ANS: a, pp. 241-242, C, LO=7.13, (2)
136. Tests that are reliable are __________

a) valid.
Incorrect. Valid tests can best be thought of as being accurate.
b) consistent.
Correct. Reliable tests can best be thought of as being consistent.
c) culturally fair.
d) standardized.
ANS: b, p. 241, C, LO=7.13, (2)
137. If a test yields close to the same score when taken by the same individual on different occasions, the test is said
to be __________
a) valid.
Incorrect. Valid tests can best be thought of as being accurate.
b) standardized.
c) non-biased.
d) reliable.
Correct. Reliable tests can best be thought of as being consistent.
ANS: d, p. 241, F, LO=7.13, (2)
138. Psychological tests that yield relatively consistent results are said to be __________
a) valid.
Incorrect. Validity refers to the degree to which a test actually measures what it’s supposed to measure.
b) normed.
c) reliable.
Correct. Psychological tests that yield relatively consistent results are said to be reliable.
d) standardized.
ANS: c, p. 241, F, LO=7.13, (1)
% correct 75 a= 15 b= 0 c= 75 d= 11 r = .45
% correct 75 a= 14 b= 2 c= 75 d= 0 r = .43
139. Miles took a personality assessment test and the results indicated he was a stable, outgoing extrovert. Six weeks
later he took the same test only this time the results indicated he was moody, difficult to get along with and socially
withdrawn. The test Miles has taken is __________
a) not valid.
Incorrect. Valid tests can best be thought of as being accurate. The test Miles has taken is not reliable.
b) not reliable.
Correct. Reliable tests can best be thought of as being consistent. Mile’s test is not providing consistent results.
c) biased.
d) non-standardized.
ANS: b, p. 241, A, LO=7.13, (2)
140. A psychological test that measures what we intend it to measure is said to be __________
a) valid.

Correct. A psychological test that measures what we intend it to measure is said to be valid.
b) normed.
c) reliable.
d) standardized.
Incorrect. A psychological test that measures what we intend it to measure is said to be valid.
ANS: a, p. 242, C, LO=7.13, (1)
% correct 73 a= 73 b= 0 c= 15 d= 12 r = .46
141. In the middle ages, people accused of being witches were often tested by being dunked in a river or pond. If
they floated to the surface they were condemned as witches. If they sank and drowned they were posthumously
acquitted. This test obviously lacks __________
a) reliability.
Incorrect. Reliable tests can best be thought of as being consistent. These tests are not valid.
b) norms.
c) validity.
Correct. These “tests” do not actually assess whether the test-taker is or is not a witch.
d) bias.
ANS: c, p. 242, A, LO=7.13, (2)
142. A test that has been designed to predict a person’s probable future achievements or performance is known as
__________
a) an intelligence test.
Incorrect. Intelligence tests are designed to measure intellectual skill, which can include past accumulated
knowledge. Intelligence tests may have some predictive ability, but the best answer to this question is an aptitude
test.
b) a standardized test.
c) an aptitude test.
Correct. Aptitude tests are designed to predict future performance on a particular task or set of tasks.
d) a reliable test.
ANS: c, p. 242, F, LO=7.13, (1)
143. The SAT, the ACT and the GRE are all types of __________
a) aptitude tests.
Correct. All of these tests predict future performance in school.
b) intelligence tests.
Incorrect. These are not examples of intelligence tests.
c) personality inventories.
d) behavioral tests.
ANS: a, p. 242, A, LO=7.13, (2)
144. A test is standardized by developing consistent procedures for administering and scoring and also by
__________
a) ensuring that it measures what it is intended to measure.
b) ensuring that it consistently yields the same results when taken by the same individuals.
Incorrect. This type of consistency refers to reliability in test results, not standardization.
c) ensuring that it is objective and not unduly influenced by the designer.
d) establishing norms by which all scores are measured.
Correct. These norms are established by administering the test to a large group of people called a standardization
sample.
ANS: d, p. 243, C, LO=7.13, (3)
145. An educational program that relies almost exclusively on intelligence and aptitude test scores as criterion for
admittance is __________
a) ensuring that its high standards will continue to be upheld.
b) engaging in the best screening practices available to date.
c) being ethically responsible.

Incorrect. Given the fact that such tests could unfairly discriminate against certain groups of people, the ethics of
such testing is certain questionable.
d) potentially unfairly excluding many individuals who, despite their scores, would do well.
Correct. Such tests run a risk of having a high level of cultural bias against those who do not natively speak the
language in which the test is written.
ANS: d, p. 243, A, LO=7.13, (2)
146. When misused, intelligence tests can have the most negative effect on __________
a) members of cultural or ethnic minorities and the poor.
Correct. Such unfair effects highlight the need for culturally fair tests.
b) academically prepared individuals who speak English as their second language.
c) children from the mainstream social class.
d) adults who are going back to school.
Incorrect. There is no evidence that IQ tests unfairly affect adults who are returning to school.
ANS: a, p. 243, C, LO=7.13, (1)
147. On a newly developed IQ test, an individual scores at the 110 level on the first half of the test, and 150 on the
second half of the test. What does this test appear to lack?
a) reliability
Correct. The test lacks reliability because the scores were so different.
b) standardization
Incorrect. The test lacks reliability because the scores were so different.
c) predictive validity
d) appropriate norms
ANS: a, p. 241, C, LO=7.13, (3)
% correct 56 a= 56 b= 11 c= 29 d= 2 r = .25
148. Culture-fair tests attempt to measure __________

a) the intelligence of people coming from outside the culture in which the test was devised.
Correct. Culture-fair tests attempt to measure the intelligence of people coming from outside the culture in which
the test was devised.
b) the intelligence of people coming from inside the culture in which the test was devised.
c) cultural background.
d) the effects of culture on people’s intellectual and creative skills.
Incorrect. Culture-fair tests attempt to measure the intelligence of people coming from outside the culture in which
the test was devised.
ANS: a, p. 243, C, LO=7.13, (3)
% correct 50 a= 50 b= 30 c= 2 d= 19 r = .29
149. A test that minimizes bias by using questions that would not penalize people whose background, social class, or
language differs from that of the middle or upper class in a society is a(n) __________ test.
a) aptitude
Incorrect. Aptitude tests are used to predict future success or performance.
b) mainstreamed
c) culture-fair
Correct. Such tests minimize the use of spoken language so that language barriers do not unfairly affect certain
individuals.
d) valid
ANS: c, p. 243, F, LO=7.13, (1)
150. Many items on a “culture-fair” test require the use of __________

a) nonverbal abilities such as rotating objects.
Correct. Nonverbal abilities, such as rotating objects, don’t depend on familiarity with a particular culture and
language.
b) verbal knowledge.
c) musical knowledge.

d) knowledge of major world historical figures.
Incorrect. Ideas as to who are the world’s major historical figures will differ from culture to culture.
ANS: a, p. 243, F, LO=7.13, (2)
% correct 71 a= 71 b= 17 c= 1 d= 10 r = .40
151. Which of the following is a desirable characteristic of culture-fair tests?

a) They should minimize or eliminate the use of language.
Correct. Culture-fair tests should minimize or eliminate the use of language because language has cultural biases.
b) They should not attempt to measure intelligence.
c) They should be composed of items that vary from culture to culture.
d) They should measure values based on a person’s cultural background.
Incorrect. Culture-fair tests measure intelligence, not values.
ANS: a, p. 243, C, LO=7.13, (2)
% correct 38 a= 38 b= 2 c= 24 d= 36 r = .41
Learning Objective 7.14 - What does the term bell curve mean when applied to IQ test scores?
152. In a bell (or normal) curve, the largest percentage of people taking an IQ test will score in the range from
__________
a) 0 to 60.
b) 130 to 200.
Incorrect. Very few people score over 130, and a score of 200 is mathematically impossible.
c) 90 to 110.
d) 70 to 130.
Correct. Just over 95% of people in a population will score between 70 and 130 on a normal distribution.
ANS: d, pp. 243-244, F, LO=7.14, (3)
153. Most standardized tests of intelligence have a distribution of scores that __________
a) follows the normal curve.
Correct. Most standardized tests of intelligence have a distribution of scores that follows the normal curve; in other
words, most of the scores are clustered around the mean, and the number of scores decreases the farther away from
the mean they go in either direction.
b) has a positive skew.
c) has a negative skew.
Incorrect. Most standardized tests of intelligence have a distribution of scores that appears to follow the normal
curve and is symmetrical.
d) appears bimodal with two peaks of high frequency.
ANS: a, p. 243, C, LO=7.14, (2)
% correct 82 a= 82 b= 5 c= 5 d= 8 r = .44
154. What percent of the population has an intelligence quotient below 100?
a) 75 percent
Incorrect. Fifty percent of the population has an intelligence quotient below 100.
b) 50 percent
Correct. Fifty percent of the population has an intelligence quotient below 100.
c) 35 percent
d) 10 percent
ANS: b, pp. 243-244, F, LO=7.14, (1)
155. Approximately what percentage of IQ scores falls between 70 and 130?

a) 50 percent
Incorrect. Ninety-five percent of IQ scores fall between 70 and 130.
b) 65 percent
c) 95 percent
Correct. Ninety-five percent of IQ scores fall between 70 and 130.
d) 99 percent

ANS: c, pp. 243-244, F, LO=7.14, (3)
Learning Objective 7.15 - How do the gifted differ from the general population?
156. Lewis Terman’s longitudinal study showed that people who have very high IQ’s tend to __________
a) be deficient in social skills.
Incorrect. This is a common myth about those with high IQs, but it was not supported in Terman’s research.
b) be somewhat less adept at physical challenges.
c) have poor emotional control and poor mental health.
d) be well-adjusted personally and socially.
Correct. This was one of Terman’s findings in his longitudinal study of gifted individuals.
ANS: d, p. 244, F, LO=7.15, (2)
157. Beliefs that being gifted or a genius lead to being weird, socially awkward, or more likely to suffer from mental
illnesses were put to rest by __________
a) Binet’s development of the concept of IQ.
Incorrect. Terman’s longitudinal study put the myths about gifted people to rest.
b) the development of the WAIS tests by Wechsler.
c) the Army Alpha tests study.
d) Terman’s longitudinal study of 1,528 gifted children.
Correct. Terman’s longitudinal study put the myths about gifted people to rest.
ANS: d, p. 244, F, LO=7.15, (1)
158. Which was NOT a finding of Lewis Terman’s study of gifted kids?
a) they were socially well adjusted
Incorrect. It was found that they were socially well adjusted.
b) they were more resistant to mental illness
c) they were clearly much more likely to be females
Correct. It was not found that they were more likely to be females.
d) they were physically healthier than non-gifted peers
ANS: c, p. 244, F, LO=7.15, (2)
159. What did Terman’s groundbreaking study of gifted children accomplish?

a) It put to rest the myths that existed about genius in the early part of the twentieth century.
Correct. Terman’s groundbreaking study of gifted children put to rest the myths that existed about genius in the
early part of the twentieth century.
b) It proved that gifted children and adults are more prone to mental illnesses or odd behavior than other
groups.
c) It demonstrated that they also have more than their share of failures.
d) It demonstrated genius is the only factor that influences real success in life.
Incorrect. Terman’s groundbreaking study of gifted children put to rest the myths that existed about genius in the
early part of the twentieth century.
ANS: a, p. 244, F, LO=7.15, (3)
160. The first true longitudinal study of the effects of giftedness on social success was conducted by __________
a) Wechsler.
b) Terman.
Correct. The first true longitudinal study of the effects of giftedness on social success was conducted by Terman.
c) Binet.
Incorrect. The first true longitudinal study of the effects of giftedness on social success was conducted by Terman.
d) Merill.
ANS: b, p. 244, F, LO=7.15, (1)
Learning Objective 7.16 - What two criteria must a person meet to be classified as having mental retardation?
161. Which of these is an element of the formal definition of mental retardation?

a) IQ below 70
Correct. An IQ below 70 is an element of the formal definition of mental retardation.
b) evidence of brain damage
c) slower than normal reflexes
Incorrect. Reflexes have nothing to do with mental retardation.
d) onset of deficits prior to age 6
ANS: a, p. 245, F, LO=7.16, (2)
162. Which of these is an element of the formal definition of mental retardation?

a) adaptive behavior severely below a level appropriate for the person’s age
Correct. Adaptive behavior severely below a level appropriate for the person’s age is an element of the formal
definition of mental retardation.
b) evidence of brain damage
c) slower than normal reflexes
Incorrect. Reflexes have nothing to do with mental retardation.
d) onset of deficits prior to age 6
ANS: a, p. 245, C, LO=7.16, (2)
% correct 91 a= 91 b= 2 c= 1 d= 6 r = .21
% correct 91 a= 91 b= 4 c= 2 d= 3 r = .21
163. Which classification of mental retardation affects most of the population classified in this fashion?
a) mild
Correct. Ninety percent of developmentally delayed people are classified as mildly delayed.
b) moderate
Incorrect. Only 6 percent of developmentally delayed people are classified as moderately delayed.
c) severe
d) profound
ANS: a, p. 245, F, LO=7.16, (1)
164. Which of the following is a true statement?

a) The mildly retarded can reach the sixth grade level and live independently.
Correct. It is true that the effects of mental retardation can be reduced through education and training.
b) The effects of mental retardation can be eliminated through education and training.
c) Little can be done to reduce the effects of retardation.
d) Nothing can be done to reduce the effects of retardation.
Incorrect. It is true that the effects of mental retardation can be reduced through education and training.
ANS: a, p. 245, F, LO=7.16, (2)
% correct 65 a= 65 b= 9 c= 15 d= 10 r = .36
165. Rochelle is 38 years old, but her mental ability is measured as that of a second-grade child. Rochelle would be
classified as __________ developmentally delayed.
a) mildly
b) moderately
Correct. Moderately developmentally delayed people can reach no more than about a second-grade skill level.
c) severely
d) profoundly
Incorrect. Rochelle would be classified as moderately developmentally delayed.
ANS: b p. 245, F, LO=7.16, (3)
166. Which of the following people would be classified as having a severe developmental delay?
a) someone with an IQ in the 55—70 range
b) someone with an IQ between 25 and 40
Correct. A person with an IQ between 25 and 40 is classified as having a severe developmental delay.
c) someone who can perform basic self-care without supervision
d) someone who performs at only a second-grade educational level

Incorrect. Someone who performs at a second-grade educational level would be classified as having a moderate
developmental delay.
ANS: b, p. 245, F, LO=7.16, (2)
167. To be classified as mentally retarded an individual must score at __________ or below on a standardized
intelligence test and have a deficiency in everyday adaptive functioning.
a) 70
Correct. An IQ assessed to be at or below 70 is one of the criteria needed to diagnose mental retardation.
b) 78
c) 85
d) 90
Incorrect. A person with an IQ of 90 would be considered to have an “average” IQ.
ANS: a, p. 245, F, LO=7.16, (1)
168. A majority of the individuals who are classified as mentally retarded are considered to be __________
a) mildly retarded.
Correct. 90% of those who are mentally retarded would be classified as mildly mentally retarded.
b) moderately retarded.
Incorrect. Only about 6% of the mentally retarded suffer from moderate retardation.
c) severely retarded.
d) profoundly retarded.
ANS: a, p. 245, F, LO=7.16, (1)
169. Barry is 35 years old and lives at home with his parents. He has the academic skills of a second or third grader
and an IQ score of 53, but is able to do chores at a local workshop. Barry is __________ retarded.
a) mildly
Incorrect. It appears that Barry’s limitations would place him in the moderate, not mild, range of mental
retardation.
b) moderately
Correct. These details of Barry’s abilities place him in the moderate range of mental retardation.
c) severely
d) profoundly
ANS: b, p. 245, A, LO=7.16, (2)
170. Mainstreaming refers to the trend toward educating mentally retarded individuals __________
a) in schools designed specially to meet their educational needs.
Incorrect. Mainstreaming gets mentally retarded individuals out of full-time separate setting education and includes
them with their peers who are not mentally retarded.
b) in the regular school system.
Correct. Also called inclusion, the idea is that mentally retarded students can thrive more when they are not
completely isolated from peers who do not suffer from cognitive deficits.
c) at home with specially trained tutors.
d) in a psychiatric setting.
ANS: b, p. 245, F, LO=7.16, (1)
171. Training programs for the mentally retarded have proven relatively effective in making it possible for some
retarded individuals to function in society. These types of programs generally rely on __________
a) classical conditioning.
Incorrect. Operant conditioning in the form of behavioral modification has proven to be the most effective way of
assisting mentally retarded individuals.
b) cognitive restructuring.
c) behavioral modification techniques.
Correct. Behavioral modification has been effective at teaching adaptive skills to mentally retarded individuals.
d) rational-emotive therapies.
ANS: c, p. 245, C, LO=7.16, (3)

Learning Objective 7.17 - How are learning disabilities defined and treated?
172. In order to be legally classified as suffering from a learning disability, a child must be assessed as functioning
at a level that is _____ year(s) behind his or her same-aged peers.
a) 2
b) 3
c) 4
d) 5
ANS: a, p. 245, F, LO=7.17, (2)
Explaining Differences in Cognitive Abilities
Learning Objective 7.18 - What is the nature-nurture debate regarding intelligence, and why are twin studies
important to it?
173. He coined the phrase “nature-nurture controversy.”

a) Alfred Binet
b) Sir Francis Galton
Correct. This term was first used by Sir Francis Galton.
c) Charles Darwin
Incorrect. Darwin was certainly interested in the effects of nature and nurture, but the first to use this term was Sir
Francis Galton.
d) Thomas Bouchard
ANS: b, p. 247, F, LO=7.18, (2)
174. Sir Francis Galton studied intelligence in many prominent English families and concluded from this research
that intelligence is __________
a) largely subject to environmental influence.
Incorrect. Galton believed that intelligence was a “nurture” event, not a “nature” event.
b) inherited.
Correct. Galton believed that intelligence is passed from parent to child.
c) determined by an equal influence from the environment and heredity.
d) determined by about a 70/30 split in favor of heredity.
ANS: b, p. 247, C, LO=7.18, (2)
175. Today the debate over whether intelligence is due to genetic or environmental factors does not focus so much
on either or, but rather _________
a) when the influence of the environment begins and ends.
b) when the influence of genetics begins and ends.
Incorrect. This would make no sense as an answer, as genetics contribute to our make-up in every way over the
course of the entire lifespan. The question of intelligence is how much is contributed by both genetics and
environmental factors.
c) how much of each factor contributes to intelligence.
Correct. Both heredity and environmental factors have been accepted as contributing to intelligence. Now the
question is how much does each factor contribute.
d) what the nature of intelligence actually is.
ANS: c, p. 247, C, LO=7.18, (3)
176. If a child was adopted as an infant and never had contact with her or his biological parents, the child would
likely develop an IQ that __________
a) more closely resembled the adoptive parents’ IQ.
Incorrect. The results of adoption studies suggests that even in such cases, the child’s IQ will correlate more
strongly with that of the biological parents then with that of the adopted parents.
b) more closely resembled the IQ of the biological siblings in the adoptive family.
c) more closely resembled the biological parents’ IQ.
Correct. The results of adoption studies suggests that even in such cases, the child’s IQ will correlate more strongly

with that of the biological parents then with that of the adopted parents.
d) falls somewhere between that of the biological and adoptive parents.
ANS: c, p. 247, A, LO=7.18, (2)
177. Which of the following statements about heredity and intelligence is TRUE?
a) Similarities in intelligence between identical twins who were separated at birth and raised in different
houses must be due to heredity.
b) Differences in intelligence between identical twins must be due to differences in their environments.
Correct. Identical twin differences seem to be due to environment.
c) If identical twins are separated at birth and raised in different homes, yet still have similar intelligence
scores, the similarity in their scores must be due to hereditary influences.
Incorrect. Identical twin differences seem to be due to environment.
d) Prenatal influences have little, if any, influence on intelligence and need not be taken into account when
studying environmental influences.
ANS: b, p. 247, F, LO=7.18, (2)
178. If intelligence is determined primarily by heredity, which pair should show the highest correlation between IQ
scores?
a) fraternal twins
Incorrect. Fraternal twins would not show the highest correlation because they are not genetically identical.
b) identical twins
Correct. Identical twins should show the highest correlation because they are genetically identical.
c) brothers and sisters
d) parents and children
ANS: b, p. 247, C, LO=7.18, (1)
% correct 72 a= 3 b= 72 c= 1 d= 24 r = .39
179. Which of the following groups of children is most likely to have the most similar IQ scores?
a) identical twins reared apart
Incorrect. Identical twins reared apart have the same genetics but a different environment; therefore, their IQs
would not be as similar as those of identical twins reared together due to their different experiences and education.
b) same-sex fraternal twins
c) siblings reared together
d) identical twins reared together
Correct. Identical twins reared together are most likely to have similar IQs because both their genetics and their
environment are almost the same.
ANS: d, p. 247, C, LO=7.18, (2)
% correct 87 a= 4 b= 5 c= 4 d= 87 r = .22
% correct 93 a= 3 b= 3 c= 1 d= 93 r = .20
Learning Objective 7.19 - What kinds of evidence suggest that IQ is changeable?
180. When we consider intelligence, it is important to remember that although __________ sets limits on a child’s
potential, it is the __________ that permits that potential to be actualized.
a) learning; opportunity
b) opportunity; learning
c) heredity; environment
Correct. It is important to remember that although heredity sets limits on a child’s potential, it is the environment
that permits that potential to be actualized.
d) environment; heredity
Incorrect. It is important to remember that although heredity sets limits on a child’s potential, it is the environment
that permits that potential to be actualized.
ANS: c, p. 248, C, LO=7.19, (3)
% correct 63 a= 6 b= 25 c= 63 d= 7 r = .29

181. Which of the following correlations of intelligence level would provide evidence for an environmental
influence on intelligence?
a) brothers and sisters who have high intelligence
b) children and their parents who all have low intelligence
c) adopted children and their adoptive parents who have high intelligence
Correct. A correlation between adopted children and their adoptive parents would provide evidence for an
environmental influence on intelligence.
d) adopted children and their biological parents who have low intelligence
Incorrect. A correlation between adopted children and their adoptive parents would provide evidence for an
environmental influence on intelligence.
ANS: c, p. 248, C, LO=7.19, (2)
% correct 73 a= 9 b= 10 c= 73 d= 7 r = .27
182. One study of interracial and African-American children who had been adopted into highly educated, upper-
middle-class white families found the average of their IQ scores was __________
a) slightly below the national average.
Incorrect. In fact, minority children who were adopted into such families showed IQ scores slightly above, not
below, the national average.
b) the same as the national average.
c) substantially below the national average.
d) slightly above the national average.
Correct. This was the finding of the study of minority children who were adopted into such families.
ANS: d, p. 248, A, LO=7.19, (2)
183. IQs of Americans have gone up about __________ point(s) per decade since 1940.
a) 1
Incorrect. The IQ of Americans has gone up about 3 points per decade since 1940.
b) 2
c) 3
Correct. This slight yet steady increase in IQ over the years is referred to as the Flynn Effect.
d) 4
ANS: c, p. 249, F, LO=7.19, (1)
184. The consistent improvement in IQ scores over time that accompanies changes in standards of living is known
as __________
a) Moore’s law.
b) the Flynn effect.
Correct. This tendency is known as the Flynn effect, after James Flynn who first discovered the trend.
c) the Premack Principle.
d) Fitt’s law.
Incorrect. The correct answer is the Flynn effect.
ANS: b, p. 249, F, LO=7.19, (2)
185. Currently the IQ scores of African American and White American children show less of a gap than did the IQ
scores of their parents. This can likely be attributed to __________
a) genetic drift.
b) the Wechsler paradox.
c) economic and educational gains experienced by African Americans.
Correct. Such upward movement by African Americans is thought to explain, at least partially, the reduction in gap
between the IQs of African American and White American children.
d) the downward slide of White Americans into poverty.
Incorrect. There has been no such slide of White Americans in the past generation.
ANS: c, p. 250, C, LO=7.19, (2)
Learning Objective 7.20 - What arguments have been advanced to explain racial differences in IQ scores?

186. African Americans score, on average, about __________ points lower than Whites on standardized IQ tests in
the United States.
a) 10
b) 15
Correct. Results have continually found this discrepancy between White and African American IQ test scores.
Exactly what that discrepancy means, however, is open to intense debate.
c) 25
Incorrect. The score discrepancy is about 15 points, not 25 points.
d) 5
ANS: b, p. 250, F, LO=7.20, (2)
187. In 1969, a psychologist named Arthur Jensen claimed the difference in scores on IQ tests between African
Americans and White Americans was due to __________
a) social circumstances.
b) environmental disadvantages.
Incorrect. While most intelligence theorists accept that some of the racial divide IQ scores is explained by
environmental disadvantages, Jensen was focused on the role of genetics.
c) genetics.
Correct. Some 70 years after Galton suggested similar ideas, Jensen was suggesting that African Americans were
genetically less intelligent than White Americans. This was and still is highly controversial.
d) education opportunities.
ANS: c, p. 250, F, LO=7.20, (2)
188. In the book The Bell Curve, authors Herrnstein and Murray attribute poverty, welfare dependency, crime and
illegitimacy mainly to __________
a) an imbalance in social opportunities.
b) low IQ.
Correct. Continuing in the very questionable tradition of Galton and Jensen, Herrnstein and Murray suggested that
low IQ was responsible for these social woes, and that it was not something that could be corrected on an individual
level.
c) cultural differences.
Incorrect. Herrnstein and Murray suggested that low IQ, not cultural differences, explained these unfortunate social
problems.
d) government programs.
ANS: b, p. 250, F, LO=7.20, (1)
Learning Objective 7.21 - How do cultures vary in their views about the importance of intelligence, and how do
those differences influence achievement?
189. The differences in academic achievement levels between Asian and American students in early grade levels can
probably be best explained by __________
a) genetic differences.
Incorrect. Research has focused on parental concerns, not genetic differences.
b) differences in nutritional quality.
c) differences in national educational requirements.
d) differences in parental expectations.
Correct. Research has found that Asian parents promoted academic achievement as a highly important concern,
while American parents did not value it as highly.
ANS: d, p. 251, C, LO=7.21, (2)
190. Lynn’s research on cross-national differences in intelligence has shown that IQs are highest in __________
a) Hong Kong.
Correct. IQs have been estimated to be the highest in Hong Kong of these four options.
b) Canada.
Incorrect. The highest estimated IQs of these four countries was in Hong Kong.
c) Germany.

d) the United States.
ANS: a, p. 251, F, LO=7.21, (3)
191. Jamaal has no problem producing answers to simple math problems. In fact, he appears to require little effort
and does them automatically. Jamaal is __________
a) a genius.
Incorrect. Jamaal may in fact be a genius, but his ability to solve simple math problems does not demonstrate this
fact.
b) demonstrating conceptual mastery.
c) demonstrating computational fluency.
Correct. Computational fluency refers to the ability to produce simple calculation answers quickly and
automatically.
d) a mathematician.
ANS: c, p. 252, A, LO=7.21, (3)
Beyond Intelligence
Learning Objective 7.22 - What are the components of emotional intelligence?
192. Which of the following is NOT considered a component of emotional intelligence?

a) the ability to manage our emotions
b) the ability to manage relationships
c) the ability to suppress our emotions
Correct. Suppressing emotions is often unhealthy, and is not considered an aspect of emotional intelligence.
d) empathy
Incorrect. Empathy is considered a key component of emotional intelligence.
ANS: c, p. 253, C, LO=7.22, (2)
193. Marty is having a bad day and can feel his anger and frustration building, so he decides to take a long walk
around the lake during his lunch break. Based upon this we can assume Marty is __________
a) high in self-motivation.
b) adept at managing his emotions.
Correct. Marty’s ability to recognize and respond appropriately to his emotions is a key component of emotional
intelligence.
c) poor at managing his emotions.
Incorrect. If Marty were to begin lashing out at others and having temper tantrums, this would be an accurate
answer.
d) high in empathy.
ANS: b, p. 253, A, LO=7.22, (1)
194. The goal of managing emotions is __________

a) self-awareness.
b) equilibrium.
c) expressing them appropriately.
Correct. Appropriate expression of emotions, even negative emotions, is the goal of managing emotions and
developing emotional intelligence.
d) independence.
Incorrect. Independence is not noted as a primary feature of emotional intelligence.
ANS: c, p. 253, C, LO=7.22, (3)
195. Sarah can always tell when her friends are bothered by something and she has the uncanny ability of always
saying or doing the right thing to cheer them up. Sarah has a highly developed sense of __________
a) altruism.
b) empathy.
Correct. Sarah is very ‘in tune’ with her friends’ emotions. This is called empathy.
c) sympathy.

Incorrect. Empathy refers to understanding. Sympathy, a rather useless concept, refers to pity.
d) personal trust.
ANS: b, p. 253, A, LO=7.22, (2)
196. __________ intelligence has been suggested by Salovey and Pizarro to be a more powerful influence on life
than more traditional views.
a) Analytical intelligence
b) Creative intelligence
Incorrect. Emotional intelligence has been suggested by Salovey and Pizarro to be a more powerful influence on life
c) Emotional intelligence
Correct. Emotional intelligence has been suggested by Salovey and Pizarro to be a more powerful influence on life
d) none of these
ANS: c, p. 253, F, LO=7.22, (3)
Learning Objective 7.23 - How does creativity differ from other forms of cognition, and how has it been
measured?
197. The four basic stages in the creative problem-solving process are preparation, incubation, __________
a) illumination and translation.
Correct. Illumination and translation are the other two stages in creative problem-solving.
b) awareness and motivation.
c) inspiration and perspiration.
d) induction and deduction.
Incorrect. Inductive and deductive thinking use varying levels of creativity, but they are not two stages of creative
problem-solving.
ANS: a, p. 254, F, LO=7.23, (3)
198. Which of the following is NOT one of four basic stages in the creative problem-solving process?
a) insight
Correct. Insight is not one of the four basic stages of creative problem-solving.
b) incubation
Incorrect. Incubation is one of the four basic stages of creative problem-solving.
c) illumination
d) translation
ANS: a, p. 254, F, LO=7.23, (1)
199. The ability to produce solutions to problems that are unusual, inventive, novel, and appropriate is called
__________
a) creativity.
Correct. The ability to produce solutions to problems that are unusual, inventive, novel, and appropriate is called
creativity.
b) insight.
Incorrect. The ability to produce solutions to problems that are unusual, inventive, novel, and appropriate is called
creativity. Insight is a rapid solution to a problem.
c) heuristics.
d) latent learning.
ANS: a, p. 254, F, LO=7.23, (1)
% correct 89 a= 89 b= 3 c= 4 d= 4 r = .34
200. According to J.P. Guilford, creative thinkers are highly proficient at __________
a) divergent thinking.
Correct. Guilford felt that creativity was based in the ability to come up with multiple answers, or to use divergent
thinking.
b) convergent thinking.

Incorrect. Creative thinking requires the ability to look for answers beyond the one, most obvious solution to a
problem.
c) empathy.
d) insight.
ANS: a, p. 254, C, LO=7.23, (2)
201. During a recent meeting, Trina was able to suggest several different workable options for a problem that had
been plaguing the executive board for over a month. Trina has exhibited __________
a) convergent thinking.
Incorrect. Convergent thinking narrows solution options down to one.
b) divergent thinking.
Correct. Divergent thinking helps to create multiple options or solutions to a problem.
c) optimality theory.
d) savant syndrome.
ANS: b, pp. 254-255, A, LO=7.23, (3)
202. A person starts from one point and comes up with many different ideas or possibilities based on that point. The
person is engaging in __________
a) functional thinking.
b) circular thinking.
c) convergent thinking.
Incorrect. Convergent thinking occurs when problems are seen as having only one correct answer.
d) divergent thinking.
Correct. The person is engaging in divergent thinking as the solutions spread out from a starting point.
ANS: d, p. 254, C, LO=7.23, (2)
203. What type of thinking could be described as taking different directions in search of a variety of answers to a
question?
a) decisive
b) convergent
Incorrect. Convergent thinking occurs when problems are seen as having only one correct answer. All lines of
thinking converge on that one answer.
c) heuristic
d) divergent
Correct. Divergent thinking involves taking different directions in search of a variety of answers to a question.
ANS: d, p. 254, C, LO=7.23, (3)
% correct 97 a= 3 b= 0 c= 0 d= 97 r = .39
204. Which of the following questions would be more likely to produce divergent thinking?
a) “What is a stapler?”
b) “How do you spell stapler?”
c) “How many uses can you think of for a stapler?”
Correct. “How many uses can you think of for a stapler?” will produce more divergent thinking because there are
many possible answers.
d) “What does a stapler look like?”
Incorrect. “How many uses can you think of for a stapler?” will produce more divergent thinking.
ANS: c, p. 254, C, LO=7.23, (3)
% correct 91 a= 2 b= 0 c= 91 d= 7 r = .20
205. Which type of thinking is most closely related to creativity?

a) heuristic
b) divergent
Correct. Divergent thinking is most closely related to creativity.
c) insightful
d) convergent

Incorrect. Convergent thinking occurs when problems are seen as having only one correct answer. All lines of
thinking converge on that one answer.
ANS: b, p. 254, C, LO=7.23, (2)
% correct 82 a= 0 b= 82 c= 16 d= 3 r = .36
206. Which type of thinking tends to be measured by most IQ and achievement tests?
a) divergent thinking
Incorrect. Divergent thinking produces multiple answers to questions, while IQ and achievement tests look for one
right answer to each question.
b) convergent thinking
Correct. IQ and achievement tests look for a singular correct answer to each question. This is convergent thinking.
c) creative thinking
d) unorthodox thinking
ANS: a, p. 255, C, LO=7.23, (2)
207. Which is NOT a characteristic of creative people?

a) they have high levels of curiosity and inquisitiveness
b) they are often conventional in their personal lifestyles and take few social risks
Correct. This is not mentioned in the text as a characteristic of creative people.
c) they are highly self-motivated
d) they are very open to new experiences
Incorrect. They are described as having high openness to new experiences.
ANS: b, p. 255, C, LO=7.23, (3)
208. __________ thinking works pretty well for routine problem solving but may be of little use when a more
creative solution is needed.
a) Heuristic
b) Divergent
Incorrect. Divergent thinking is often the best thing to use when a more creative solution is needed.
c) Insightful
d) Convergent
Correct. Convergent thinking works pretty well for routine problem solving but not when a more creative solution is
needed.
ANS: d, p. 255, C, LO=7.23, (2)
209. Which of the following is NOT a test designed to measure creativity?

a) the Unusual Uses Test
b) the Jaxon Insight Test
Correct. This is not a test used to measure creativity.
c) the Consequences Test
d) the Remote Associates Test (RAT)
Incorrect. The RAT is a measure of individual creativity.
ANS: b, p. 255, F, LO=7.23, (2)
210. The “Unusual Uses Test” and the “Consequences Test” both measure __________
a) creativity.
Correct. These two tests, along with the Remote Associates Test, are all used to measure creativity.
b) intelligence.
Incorrect. These are tests of creativity, not intelligence.
c) deductive thinking.
d) inductive thinking.
ANS: a, p. 255, F, LO=7.23, (1)
Learning Objective 7.24 - How do people with savant syndrome differ from others?
211. An individual who is mentally retarded but can perform at a very high level in one specific area or task may

have __________
a) savant syndrome.
Correct. Savant syndrome is a combination of mental retardation and genius.
b) a mental set.
c) divergent thinking ability.
d) a primary mental ability.
Incorrect. The best answer to this question is savant syndrome.
ANS: a, p. 256, F, LO=7.24, (1)
212. The prevalence of absolute pitch is greater among __________

a) people with autism.
Correct. Research into savant syndrome uncovered the fact that people with autism have a greater tendency toward
absolute pitch than do people without autism.
b) people with savant syndrome.
Incorrect. Absolute pitch has been noted more in people with autism, not with savant syndrome.
c) musicians who play the flute.
d) people with above-average intelligence.
ANS: a, p. 256, F, LO=7.24, (3)
TRUE OR FALSE
1. Premises can be judged to be false on the basis of conclusions, but they cannot be judged to be true.
ANS: T, p. 221, LO=7.1
2. Because athletes’ work involves repetitive physical actions, they are able to use imaging effectively.
ANS: T, p. 222, LO=7.2
3. Most of the concepts we form are formal concepts.

ANS: F, p. 222, LO=7.3
4. It would take the same amount of time to correctly identify an olive as a fruit as it would to correctly identify an
apple as a fruit.
ANS: F, pp. 222-223, LO=7.3
5. Bats and whales would be unlikely prototypes for mammals.

ANS: T, p. 223, LO=7.3
6. The availability heuristic involves evaluating alternatives against criteria that have been ranked by importance.
ANS: F, p. 224. , LO=7.4
7. The recognition heuristic involves discovering the steps needed to solve a problem by defining the desired goal
and then working backward.
ANS: F, p. 225, LO=7.4
8. In school, you may have learned the rule of how to determine the area of a circle. The formula was R2. This
formula always guarantees a solution and that you will be able to determine the area. Thus, the formula is an
example of an algorithm.
ANS: T, p. 228, LO=7.5
9. Some phonemes can also serve as morphemes.

ANS: T, p. 231, LO=7.7
10. Language is based on sound units called morphemes.

ANS: F, p. 231, LO=7.7
11. The sentence “The Smiths are having chicken for dinner,” presents two competing deep structures.

ANS: T, p. 232, LO=7.7
12. Eleanor Rosch’s comparison of the Dani tribe and English-speaking Americans substantiated and supported the
linguistic relativity hypothesis.
ANS: F, p. 232, LO=7.8
13. Age at learning a second language is the only factor that determines proficiency.
ANS: F, p. 233, LO=7.9
14. According to Terrace, primates like his Nim Chimpsky, were displaying human-like language.
ANS: F, p. 235, LO=7.10
15. Lewis Terman coined the term g factor on the basis of his observations that test scores, which measured
different types of intellectual ability, appeared related.
ANS: F, p. 237, LO=7.11
16. Bodily/Kinetic intelligence is one of the three types of intelligence in Sternberg’s triarchic theory of
intelligence.
ANS: F, pp. 237-238, LO=7.11
17. Howard Gardner’s theory of multiple intelligences proposed eight forms of intelligence that were ordered from
greater to lesser importance.
ANS: F, pp. 237-238, LO=7.11
18. If you look at the professors whom you know, you might chuckle at them. They may be very smart but don’t
understand the real world. According to Robert Sternberg, they may be lacking a bit of contextual intelligence.
ANS: T, p. 238, LO=7.11
19. According to the original IQ formula, a 40-yr-old with the same IQ score as the average 20-year-old would be
considered mentally retarded.
ANS: T, p. 239, LO=7.12
20. A 10-year-old child who scored like an average 8-year-old on an intelligence test would have an IQ of 80.
ANS: T, p. 240, LO=7.12
21. The Stanford-Binet Intelligence Scale was found to be not useful in testing adults.
ANS: F, p. 240, LO=7.12
22. The average IQ test score for all people in the same age group is assigned an IQ score of 115.
ANS: F, p. 243, LO=7.14
23. Terman’s study of gifted children over a long period of their lives clearly demonstrated that the gifted were
lacking in social skills, had poor health, and were generally unhappy.
ANS: F, p. 244, LO=7.15
24. Since the 1960s, there’s been a movement toward inclusion of children with mental retardation in general
classes.
ANS: T, p. 245, LO=7.16
25. When a problem is seen as having only one answer, with all lines of thinking leading to that answer, this is
known as divergent thinking.
ANS: F, p. 254, LO=7.23
SHORT ANSWER
1. Give a brief definition of the term concept.

p. 222, LO=7.3
2. Give an example of a heuristic.

p. 224 & 227-228, LO=7.4-7.5
3. Give an example of an algorithm.

p. 228, LO=7.5
4. Give a definition and example of mental set.

pp. 228-229, LO=7.5
5. What is the concept of artificial intelligence?

pp. 229-230, LO=7.6
6. What is a morpheme? Give an example of a morpheme.

p. 231, LO=7.7
7. What are basic premises of the linguistic relativity hypothesis proposed by Benhamin Whorf?
p. 232, LO=7.8
8. What are the three parts of Sternberg’s triarchic theory of intelligence?

pp. 238-239, LO=7.11
9. What is the Stanford-Binet IQ formula and what does each term in the formula mean?
p. 240, LO=7.12
10. What is a “twin study”?

p. 247, LO=7.18
ESSAY
1. Explain the techniques used when someone tries to solve a problem. How might a person be blocked in trying to
find a solution?
pp. 227-229, LO=7.5
2. What is the definition of language? What is the evidence, pro and con, as to whether nonhuman animals have a
capacity for language?
pp. 230-236, LO=7.7-7.10
3. Choose two of the following psychologists associated with research or testing of intelligence and compare and
contrast their approaches: Binet; Thurstone; Wechsler; Terman; Spearman; Sternberg.
pp. 236-241, LO=7.11-7.12
4. It is commonly thought that people who are “gifted” have various physical, psychological, and personality
problems. What is really known about this common idea and what did a famous study find out about the gifted?
pp. 243-244, LO=7.15
5. Discuss how heredity is related to intelligence and IQ scores. What is the controversy about the role of race and
ethnicity in IQ and intelligence? Evaluate the claims of those who think race is related to IQ and intelligence.
pp. 247-251, LO=7.18-7.20

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You see,”—she sighed—“those freaks always think that I will know
how to fix things—and I never do know. But I can find out,” added
Binks serenely. “I’m bright enough to do that. Only it is an unpleasant
story, and you know Miss Wales, and how to tell it to her right. I think
—I’m sure you’d better tell her, Georgia, if you’ll be so kind.”
“Certainly,” said Georgia. “Betty’s undoubtedly the one to handle it.
I’ll see her some time to-morrow.”
“Oh, thank you, Georgia.” Binks glanced anxiously at her watch and
slipped on her ulster. “Perhaps I can do something for you some day.
I do wish I could.”
“Nonsense,” said Georgia bluffly. “I’m not doing anything. Good-bye.”
“Good-bye.” Binks paused uncertainly on the threshold. “I forgot to
say that I don’t think the freshman sister should stay on here, even if
she had the money. I think she is really ill.”
“Dr. Carter thinks so, you mean?” asked Georgia.
“Dr. Carter hasn’t seen her. I think so myself. Mother is great on
germs, you know, and I’ve learned to notice when people look ill. The
freshman sister is pale and thin, and she coughs just a little, and she
works on her nerves—much too hard. She ought to live outdoors for
a while and get rested up and fed up. And if she would do that, why
perhaps Mother would know of a free sanitorium that takes in—
whatever she has. I must go now.”
Little Binks hurried eagerly off to conciliate the impatient poetess,
leaving Georgia to meditate upon her peculiar cousin and the
pathetic story she had told.
“To have people think you’re not honest!” reflected Georgia. “I
remember something about that from my freshman year. It’s pretty
bad. But to know yourself that you haven’t been honest—that must
be just perfectly dreadful. Poor thing! In a way it was all right, too.
That makes it even harder. And it’s abominably hard not to have any
of the things that most girls have here so much too much of. Why,
that squint of hers is enough to make her think crooked, and be
discontented with life! And if the sister is so done up that she has to
leave, then the dishonesty will have been all for nothing. Poor Betty!
She won’t think I’m much of a rescuer when I dump this bundle of
bothers into her nice, comfortable lap.”
CHAPTER VIII
JISTS AND SUFFRAGISTS
“You can get a thing off your mind easily enough by telling it to
somebody,” said little Binks Ames very soberly. “But it isn’t so easy to
get it off your heart. I don’t know how to begin, and I hate to bother
you and Miss Wales any more, Georgia, but something has simply
got to be done for that poor freshman Jones.”
“Didn’t your mother know of any free sanitorium?” demanded
Georgia.
Binks shook her head. “It costs seven dollars a week at the one she
ought to go to, and she’d probably have to stay a year. Seven times
two is fourteen and seven times five is—— Oh, dear, I can’t do it in
my head!”
“Three sixty-four,” computed Georgia rapidly. “More than it would
probably cost her to stay on here for a year. And that was more than
she’s got. Can’t she get well at home?”
“Maybe,” said Binks absently, “but she’s a lot surer to at the
sanitorium. Georgia, you remember the day you asked me for tea at
the Tally-ho? It was full, and everybody seemed to be having a good
deal to eat. Your bill for six—I couldn’t help seeing it—was two
dollars and ten cents.”
“It was,” said Georgia, “and I had to borrow the ten cents of Fluffy
Dutton. Why will you unkindly recall that embarrassing incident,
Binks?”
Binks smiled politely at Georgia’s little joke. “I was just thinking—if
that tea-shop is full every afternoon, and each girl spends thirty or
forty cents for tea and cakes, why, in a week they must pay out
nearly three hundred dollars.”
“Easily,” agreed Georgia. “And incidentally they ruin their digestions
and their appetites for campus dinners, and we have to eat warmed-
up left-overs for next day’s lunch. But Betty Wales and her tea-shop
flourish, and everybody is happy.”
“I was wondering,” went on Binks soberly, “if the girls wouldn’t be
glad to give away more than they do, if they could see that it was
really needed. Forty cents for tea doesn’t mean anything to most of
them. Now wouldn’t they give forty cents each to help Miss Jones
get well?”
Georgia shook her head slowly. “No, because it’s not amusing. Tea
and cakes, ordered off stunty menus, served among the extra-
special features of the Tally-ho, with your little pals beside you, and a
senior you’re crazy about at the next table—that’s forty cents’ worth
of fun, or four hundred cents’ worth, if you happen to have it. But
when you’re asked to give away forty cents, it looks as big and as
precious as forty dollars. It seems as if it would buy all the things you
want, and as if, when it was gone, you’d never see another forty
cents as good as that one.”
Georgia paused triumphantly, and Binks sighed acquiescence. “All
right. You know how things are here, Georgia, and I don’t. They
won’t give the money to Miss Jones, but they’d spend it fast enough
at an amusing benefit performance for her. Is that what you mean,
Georgia?”
Georgia smiled pleasantly. “No, I didn’t mean that, but it’s true, now
that you mention it. You’re too rapid for me, Binks. I didn’t know you
were such a rusher. But you go right ahead with your show—that’s
the Harding term for an amusing benefit performance—and I will stay
behind and attend to such practical details as time, place, and the
kind permission of the faculty, also the valued approval and
assistance of Miss B. Wales. Blood will tell, Binks. You’re going into
this thing with all Aunt Caroline’s fine enthusiasm for good works.”
“That freshman Jones is so pathetic,” said Binks simply. “If she was
my sister I presume I should steal, if necessary, to get her what she
needed.”
“Gracious, Binks!” protested Georgia. “You sound like a dangerous
anarchist.”
“Well, fortunately she’s not my sister,” Binks reassured her cousin,
“so I can just help get up a show for her. What kind of a show would
it better be, Georgia?”
Georgia laughed. “You speak as if shows grew on bushes, Binks,
and we could pick off any kind we liked the looks of. Whereas the
sad fact is that we shall have to snatch joyously at any kind we can
think of—if we’re lucky enough to think of a kind.”
“A suffrage bazaar would be rather nice, wouldn’t it?” Binks
suggested casually. “It would be comical all right, if it was anything
like the real ones. Suffragettes are certainly funny, and antis are
even funnier.”
“Sort of a take-off on the strenuous female, you mean?” inquired
Georgia.
Binks nodded. “We could have speeches and a play, if anybody
could write one, or maybe a mock trial, and then everybody could
vote on the suffrage question. Women’s colleges are always voting
on suffrage nowadays. They seem to like it.”
“That’s good, so far,” Georgia agreed approvingly. “Why not satirize a
few other feminine fads while you’re in the business? I can think of a
lovely parody on æsthetic dancing. My mother and sisters are going
crazy about that.”
“We could have a fresh-air children’s chorus,” Binks added promptly.
“I mean children brought up to go barefoot and sleep outdoors in
winter and all that sort of foolishness.”
“With a special number about women that get up early and walk
barefoot in the dewy grass,” put in Georgia eagerly.
“And we could have a home-beautiful monologue.”
“Never mind going any further, Binks,” Georgia told her firmly. “There
is evidently no lack of material for an extra-special show entitled Jists
and Suffragists.”
“Jists?” repeated Binks blankly.
“Jists—jests, jokes. Didn’t you ever hear of a merry jist, my peculiar
young cousin from Boston?”
“Well, I have now,” said Binks imperturbably. “And it will be no merry
jist at all if I’m not on hand at four to go walking with the Poetess. So
I must rush home. You think the faculty and Miss Wales will be sure
to approve, don’t you?”
“Oh, yes, I’m sure they will, but you’d better not assign the jist and
suffragist parts to your little friends until you hear from me,” advised
Georgia. “It’s considered good form not to be too sure in advance of
faculty permits.”
When Binks had gone, Georgia lay back on her broad window-seat
and chuckled. “She’s all right, is my peculiar cousin,” Georgia
reflected. “Jists and Suffragists will drag her into Dramatic Club
without any help from me. And she doesn’t know it. She wouldn’t
care if she did know it. And I almost let Clio Club get her, just
because she was in the family and so I never appreciated her! Well, I
appreciate her now. I guess I’ll go and find Betty and get her to come
with me to see Miss Ferris about the extra-special show.”
Never in the whole history of Harding College had there been a more
successful affair than Binks’s altogether impromptu, go-as-you-
please Benefit Performance. Binks’s method of arranging the various
stunts was quite simple.
“Is your mother a club-woman?” she demanded of each prospective
head of a committee. “Well, is she a fresh-air fiend? Or a
Suffragette? Or does she go in hard for exercise? She does? Then
won’t you please be Georgia’s right-hand man on her committee?
Georgia is getting up some killing kind of a dance, to make fun of the
exercise business.
“Now, Susanna, you were brought up on fresh air, and you can write
songs. Write one for a chorus of fresh-air-brought-up children, won’t
you? You can choose your own chorus to sing the song, and consult
with them about costumes and all that sort of thing.”
It worked like a charm, Binks’s method.
“You see,” Fluffy explained it, “a clever girl is sure to have a clever
mother, and nowadays all clever mothers have fads. Ours has the
no-breakfast fad. Straight is trying to write a one-act tragedy entitled,
‘Before Breakfast, Never After.’ It will be tragic all right if it goes the
way I felt the summer that I obligingly tried to join the anti-breakfast
crusade.” Fluffy, who was engaged at the moment in eating a
particularly hearty breakfast at the Tally-ho, returned happily to her
second order of waffles.
Of course the B. C. A.’s heard about the extra-special show, and
Madeline, who was still in Harding celebrating the acceptance of her
novel, could not resist the lure of a project so congenial. She wrote
Binks a modest little note offering to write a one-act farce entitled,
“Waiting Dinner for Mother; or, The Meal-Hour and the Artistic
Temperament.”
“It will be founded on my personal observations,” Madeline wrote,
“and maybe it will be amusing, because living in Bohemia New York
used to be very amusing indeed, in spite of too much artistic
temperament getting into the cooking. I think our post-graduate
crowd would act it out for me, and then I shouldn’t be making you
any bother.”
“Bother!” repeated Binks, reading the note, which she had just
picked off the bulletin-board, aloud to a circle of friends. “Bother!
She’s written a play for Agatha Dwight—a really-truly play that you
sit in two dollar seats to see. And she hopes it won’t be a bother if
she writes one for this show!” Binks, who was not yet a recognized
celebrity, nevertheless leaned against the sacred note-room table,
quite overcome by the splendor of Madeline’s offer.
“Just the same,” she told a crowd of committee chairmen later,
“we’ve got to begin refusing things. We’ve got all we can make room
for now, and every one is just splendid.”
“‘Ten Numbers. All Top-Liners and One Above the Line. A Play by
the Celebrated Miss Ayres. Entertainment Stimulating, Refreshing,
Satisfying. Cuisine the Same.’ How’s that for a scare-head poster?”
inquired Susanna Hart blandly.
“Great!” Georgia told her. “But Madeline’s play won’t be the only real
sensation. Wait till you see Eugenia Ford in our Rag Doll Dance.
She’s a wonder.”
“Wait till you see the willowy Mariana Ellison shivering around in the
light and airy costume of a Fresh-Air Child.”
“Wait till you see Fluffy starring as the Hungriest Daughter in
Straight’s tragic drama, entitled ‘Before Breakfast, Never After.’”
“Wait till you see the whole extra-special show.” Thus Binks tactfully
suppressed too-ardent rivalries. “Isn’t it just too glorious for anything
the way everybody takes hold?”
“It would be too glorious for anywhere but Harding College,” Georgia
told her eager little cousin. “You’re getting on to Harding ways pretty
fast these days, Binks Ames.”
Binks smiled absently. “Am I?” she asked. “I’m having a lovely time,
and not studying any too much, and Miss Ellison thinks I’m
neglecting her and her poems. But I think the freshman Jones is
worth it. It’s too bad that she can’t have the fun of the show too; but I
thought it would make her feel queer afterward, when we tell her
about the money’s being for her, if she’d taken part in her own show.”
Binks smiled again, her sweet, inquiring smile. “Another queer thing
about Harding is that nobody thinks what a show is for.”
“If they like it,” added Georgia promptly. “Remember that, Binks, after
you’re out in the wide, wide world, and you can be a wonderful help
to Aunt Caroline. Aunt Caroline can supply the Worthy Causes, and
you can match them with Likable Shows.”
“Likable” was a mild word for Binks’s first effort, whose “Top-Liner”
features filled the big gym. to overflowing all through the afternoon
and evening appointed for it by the faculty committee. It would easily
have filled the gym. for another afternoon and evening; nobody who
went had time to see everything properly, and those who were
crowded out of Madeline’s farce or Georgia’s Rag Doll and Ploshkin
Dance fairly wept with rage and disappointment. But the faculty set
their faces sternly against repetition.
“And I don’t wonder,” said honest little Binks, “if everybody’s work
has slumped the way mine has.”
But even the faculty enjoyed the show; possibly they enjoyed it a
little more than any one else. The Suffrage Bazaar occupied the big
stage at the end of the gym. Once in twenty minutes the bazaar
“woke up,” as the program picturesquely phrased it; and everybody
who was not in one of the small side-rooms or curtained alcoves
enjoying a side-show, curled up on the floor in a sociable company to
see the Suffragettes militantly compel the Antis to buy the useful or
beautiful articles they had for sale, such as manacles for tyrannous
males, automatic baby-tenders, cookless cookers, and other devices
likely to come handy in a home whose head spent her days in
Woman’s-Club-land. The Suffragettes’ persuasive arguments
frequently developed into harangues in behalf of the cause. The
Antis, who were all timid, pretty creatures, tried to reply, but were
speedily heckled down by the pointed questions and comments of
their more eloquent opponents. But when a Mere Man appeared, it
was the Antis who got possession of him, without any argument at
all; and who bore him off to buy violets and chocolate sundaes, pink
pin-cushions, purple sofa cushions, and all the other bits of useless
frippery that clutter the traditional bazaars gotten up by old-fashioned
women. Just before the last Suffragist had lapsed into discouraged
silence, a small but determined army of pretty freshmen in Swiss
peasant costume swarmed out upon the gym. floor with trays of
alluring French cakes and Tally-ho candies, also alluring. And if you
stopped to buy those, there was a “House Sold Out” sign in front of
Madeline’s play; and if you hurried to the play, why, you were likely to
go to your grave regretting a certain little cake, with chocolate-
covered sides, a pyramid of marshmallow on top spread over with
jam, and nobody knew what inside it, that you hadn’t stopped to buy.
It sent you into hysterics to see Mariana Ellison, clad in a scant white
dress, white stockings, and black ties, throwing cotton snowballs at
other tall, scantily attired children, while they all sang a lusty chorus
about being cold and well and happy to the tune of “A Hot Time.” But
if you waited to see them do it again, you missed that mirth-
provoking parody on æsthetic dancing, in which twelve Rag Dolls
and twelve Ploshkins flopped through a bewitching ballet, the “jist” of
which was that the Ploshkins courted the Rag Dolls ardently until the
Rag Dolls, remembering that they were new women, turned from
pursued to pursuers—and pricked themselves painfully on the
Ploshkins’ prickly, slippery tails.
“Well,” said Binks when it was all over, “I guess they all had a good
time.”
“Too good for the money,” Georgia told her, “but that’s a general
failing of Harding shows, so don’t take it to heart. And as for profits,
—I guess the freshman Jones can pass the rest of her life in a
sanitorium if she wants to.”
“Miss Wales is going to arrange about that,” explained Binks. “She
went to see her to-night and told her about the plan, and Miss Jones
is delighted—of course, because Miss Wales put it so nicely. Oh, I
almost forgot! Miss Wales brought me a note from her freshman—
Miss O’Toole. I stuck it into my shirt-waist.” Binks felt for the note and
tore it open, whereupon five yellow bills fell out at her feet.
“A hundred dollars! Whew!”
“Fifteen weeks more paid for at that sanitarium!”
“Hurrah for Montana Marie!”
“Didn’t you ask her to take part, Binks?”
“What does she say about the money, Binks? Hurry up and tell us,
can’t you?”
“I can if you’ll give me a chance,” Binks retorted. “She says that she
couldn’t be a Rag Doll as Georgia asked her to, because it would
have taken her mind from her work. But she came to-night, and had
a ‘swell’ time; and she sends her contribution to the expenses, and
hopes other girls who were too busy to help as much as they wanted
to will think to do the same. Isn’t she the best ever?” Binks’s brown
eyes shone softly. “Can’t we print her letter in the ‘Argus’ or stick it
up on the bulletin-board or something? Lots of girls in this college
have stray hundred dollars or stray five dollars that they simply don’t
think to give to Miss Wales. If more people would think, more girls
could get loans—even some freshmen—and then these dreadful
things——” Binks paused in consternation at the narrow escape she
had had from betraying the confidence of the junior Jones.
“If more people would think straight,” Georgia came swiftly to her
rescue, “why, fewer people would act crooked. Well, I know at least
one matron who will think daggers if Fluffy and Straight and I don’t
dash for home. So keep the rest of your theories for to-morrow,
Binks, and come along.”
And they went, singing:
“Here’s to Miss Marie, Drink her down!
Here’s to Miss Marie, Drink her down!
Here’s to Miss Marie, She is fresh from gay Paree,
Drink her down, drink her down, drink her down, down, down!”
in a fashion at once mocking and admiring.
CHAPTER IX
THE TALLY-HO’S DIGNIFIED DINNER
The Tally-ho Tea-Shop was going to open a regular catering

department. That was Betty’s “lovely new idea,” which had been her
principal reason for coming back to Harding. Through the
desperately busy first days of the term it had slumbered; the single-
handed management of Montana Marie O’Toole had kept it in the
background; the pathetic episode of the Jones sisters had delayed it
still further. But when the B. C. A.’s stepped forward to share in the
tutoring of Montana Marie, and when Jim Watson appeared to take
Betty off on long, refreshing rides, and to remind her, by many small
and tactful attentions, that at least one person in the world was
tremendously interested in all her ideas and plans and
achievements,—then at last did the lovely new idea for the Tally-ho
get its innings. Betty took a day off from her freshman and her
secretaryship, to think the whole thing over. Then she called a
business meeting of “resident owners,” which was Madeline’s high-
sounding name for herself and Babbie and Betty. Then she wrote to
Mr. Morton, and saw to it that Babbie stopped thinking about Mr.
Thayer and “the” wedding long enough to write to Mrs. Hildreth. And
the next thing, since everybody heartily agreed about the splendor of
the new idea, was to begin.
In this connection Betty enunciated another of her amusing business
theories. “It’s easy enough to make grand and elegant plans,” she
declared. “But there’s a perfectly awful gap between planning and
doing. And in business it’s only the doing that counts.”
“Yes,” agreed Babbie solemnly. “Of course we want to wait until we
are perfectly sure what is the very best way of starting in.”
Betty sighed despairingly. “Oh, Babbie, that’s just what I didn’t mean!
I meant that the longer we think and consider and wonder how to
begin, the longer,—we don’t begin,” she ended forlornly.
Madeline patted her shoulder comfortingly. “I understand, if Babbie,
the lady of leisure, doesn’t. Of course she doesn’t! How can she,
when she never has to make an opportunity, and then cram herself
down its unwilling throat? Begin any old way, Betty. Only begin. I
know the catering department will be a big success.”
And so Betty began—with Miss Raymond’s dinner. Miss Raymond
had moved off the campus, and had a dear little house of her own,
away up on the top of Oak Hill. Fräulein Wendt lived there with her,
and a fat old French woman kept house for them—exactly as she
pleased. And just as Betty was ready to open her catering
establishment, a famous author from London came to Harding to
deliver a lecture, and also to see Miss Raymond, whom he had met
years before in England and wanted to meet again. Miss Raymond
was giving a dinner for him. Celine’s cooking would do beautifully,
she told Betty, coming to her to ask if Nora or Bridget knew of a
waitress that she could have in for the great occasion. But Celine’s
waiting and Celine’s table-laying—they would strike terror to his
orderly English soul.
“I remember the dinners his sister used to give,” she went on. “Such
perfect ones, with the loveliest flowers and the daintiest menu cards
—you know they use menu cards over there, or they used to, where
we should have place-cards—and after dinner just one lovely song
or some other fascinating bit of entertainment to start the good talk
going. If only I weren’t so busy! I simply can’t think of anything so
frivolous as a dinner. Why couldn’t that provoking man have waited
till the proofs of my new book were finished?”
Betty murmured polite sympathy, and then, when Miss Raymond had
once more remembered her errand and looked suggestively at the
door that led to Bridget and Nora, she bravely made the fatal plunge.
Miss Raymond was a dreadful person to begin a thing on. She was
hard to please. She never made allowances. She never explained
what she wanted; she merely expected you to grasp her ideas with
no help at all from her. But, as Madeline would have said, Miss
Raymond was Opportunity knocking on the door of the Tally-ho
Catering Department. A beginning was a beginning. So Betty
plunged.
She explained the idea, and then timidly suggested that the new
Catering Company should attempt to supply Celine’s deficiencies in
the matter of decoration and service. And Miss Raymond, with a
gasp of relief and a vague, “You know just the sort of charming thing
I want,” fled joyously back to her neglected proofs, leaving Betty in a
very perturbed, very mixed state of mind. She had got her longed-for
chance to begin, but experimenting on Miss Raymond and a great
English novelist certainly had its little drawbacks. Even Madeline was
somewhat over-awed by the great name of the novelist, and Babbie
Hildreth was frankly aghast at Betty’s daring.
“Couldn’t we have started in with a freshman spread?” she asked.
“Then, after a year or so, we could work up to the grandeur of Miss
Raymond. Aren’t you scared to death, Betty, for fear things will go
wrong? Imagine how she’d glare at a waitress who didn’t pass things
to suit her! The poor creature would probably drop her dishes and
flee for her very life.”
“Not Nora,” said Betty stoutly. “I’m going to do the table myself, and I
shall stay on in the kitchen during dinner to make sure that things are
sent in looking right. Emily Davis will attend to that part later, but for
this first time——”
“You are scared to death,” cried Babbie triumphantly. “But you
needn’t be. It will be a howling success, that dinner. I feel it in my
bones. And when Miss Raymond is pleased, she is very, very
pleased. It will be the making of the Tally-ho Catering Department,
Betty Wales, and I shall write Mother that you are the boldest and
most fearless caterer in the whole country, and that she’d better
engage you for our wedding without further delay.”
Betty laughed. “What you will really do without delay, Miss Hildreth,
is to advise me about the flowers for the table, and the place-cards.
Of course, for such a terribly intellectual party, our usual Tally-ho
ideas are all out of the way.”
Babbie nodded thoughtfully. “Of course. She wants a perfectly
dignified dinner. Keynote: expensive simplicity. Roses in a tall glass
vase, and place-cards engraved with her family crest if she has one.
Color scheme depending upon her china. Or has Celine smashed so
much china that we shall have to use ours? You’ll have to conciliate
the autocratic Celine, Betty; so you’d better be brushing up your
French in your idle moments.”
“Don’t bother with French, but take me on your preliminary scouting
trip,” amended Madeline. “I have yet to discover the fat foreign cook
that I can’t conciliate. I love them so, that I instantly win their foolish
hearts.”
The scouting trip disclosed the fact that Celine was good-natured, if
set in her ways. Also, she had not smashed any of the gold and
white Raymond-heirloom china. Instead she kept it under lock and
key, and Miss Raymond and Fräulein Wendt were compelled to be
satisfied with a plebeian, modern blue and white set purchased by
command of the thrifty Celine, who had an obsession to the effect
that some day Miss Raymond would marry and have a real home of
her own. For this happy consummation Celine insisted upon
hoarding the ancestral silver, china, and mahogany, sternly refusing
to waste what she shrewdly recognized as real treasures upon this
make-believe, makeshift housekeeping, divided between a drab little
German lady and a distrait and absent-minded professor in
petticoats, whom Celine adored and scolded by turns.
“And for ze grand partie, it is all as you wish,” she assured Betty
magnificently. “It will do them gut—dis grand partie. I will make food
for ze god, mam’selle, chust as you wish. Ze mam’selle, she is busy
to-day—no count to disturb. She say do as ze little mam’selle wish,
and all goes well. Voilà!”
So Babbie bought long-stemmed yellow roses, and borrowed Mary’s
tallest and slenderest wedding-present vase to put them in. And
when Betty demurred a little at the formidable price of engraved
crests, Madeline painted the design in red and gold. Then, to amuse
herself, she made another set of Tally-ho-ish cards with clever,
flippant pictorial take-offs of the guests as decoration, and below
leading questions, “just to start the good talk going,” she mimicked
Miss Raymond gaily.
“I’d like to plan the great Mr. Joram a dinner,” she declared, “a real
live American-college-girl dinner, that would make him sit up and like
us all. I say, Betty, wouldn’t Miss Raymond stand for a little gleam of
originality?”
Betty considered, looking troubled. “Of course those cards are
terribly clever, and she might like them, but—if she didn’t——”
“Exactly,” Babbie took up the tale. “If she didn’t, the Tally-ho Catering
Department would be done for. Miss Raymond is a woman of the
world, Madeline. She met Mr. Joram in formal London society, and
she wants to——”
“Do a perfectly good return engagement,” finished Madeline calmly.
“All right, only she’s wasting the chance of a lifetime. Tell her so,
please, Betty, with my compliments. To pay for a Tally-ho-ish dinner,
and then get yellow roses and crests and regular food—it doesn’t
strike me as a square deal. But if that’s what they want, that’s what
we furnish. I must design a Tally-ho Catering Department folder,
explaining that we are all things to all men, from a dignified dinner
without features for Miss Raymond to a Stocking Factory Twelfth
Night Masque, all features, for Mr. Thayer. By the way, Betty, we
ought by rights to have begun on Mr. Thayer.”
“He’s too busy getting ready to be married,” laughed Betty. “He isn’t
interested in factory parties this year.”
“Oh, dear, that’s because of me,” explained Babbie sadly. “But even
a philanthropist has to be absorbingly interested in his new house
and his approaching wedding and his honeymoon. After that,”—
Babbie sighed joyously,—“after that you’ll have to help us and the
Stocking Factory to live happy ever after. And we shall give lots of
stunty parties, and we shall need lots of catering, with features.”
“Catering without features charged extra,” Madeline read from the
folder she was busily composing, “to compensate the company for
the loss of their customary diversions.”
“Madeline!” sighed Babbie resignedly. “What perfect foolishness! You
know features are great bothers to think up.”
“Also great fun,” retorted Madeline. “And I’ll bet you a cookie—a
frosted one of Cousin Kate’s—that even the intellectual Miss
Raymond would like some features, if she only stopped to consider
the matter.”
“But we can’t be sure that she would,” Betty explained again
patiently. “And so isn’t it safer to act like any other Catering
Company and stick to the Dignified Dinner program?”
“Certainly,” Madeline agreed promptly. “Keeping my terribly clever
place-cards concealed about your person, and my latest Palmist and
Crystal-gazer stunt on the other end of the Tally-ho’s telephone line.
But I bet you a dozen Cousin Kate’s cookies that if she is given her
choice, Miss Raymond will vote for the features.”
“I probably shan’t see her until after dinner,” Betty explained. “So she
can’t be given her choice. But I’ll take the clever place-cards along.
And if you can read palms, Madeline Ayres, begin on mine.”
“Oh, please do mine first,” begged Babbie, “and tell me all about my
wedding and after. Why didn’t you tell us before that you could read
palms?”
“Because I learned only last week,” Madeline defended herself
coolly, and then proceeded to read all Babbie’s future in the lines of
her soft little hands in a manner that Babbie and Betty agreed in
characterizing as “just perfectly wonderful.”
The Dignified Dinner was to be at seven. At six Betty arrived to
arrange the yellow roses, dispose the crested place-cards according
to Miss Raymond’s orders, and make sure that Celine was doing her
part and that Nora understood what hers was to be.
“My mam’selle is making ze letter in ze libraire,” Celine told her
disconsolately. “She belong in ze chambre making ze toilette. Voilà!
What is it to be done?”
“The salad—for us,” laughed Betty, and Celine joined in good-
naturedly, only stopping now and then in the construction of the
salad to reconnoiter in her mam’selle’s quarters and to lament that
“ze toilette” was even yet not begun.
But at quarter to seven Miss Raymond, “ze toilette” completed,
though rather sketchily, hurried into the kitchen.
“Oh, Miss Wales,” she began, “is everything ready? Did I tell you
about the seating? Did I tell you that Professor Francis isn’t coming?
So now I want Mrs. Merwin opposite Mr. Joram.” She swept back to
the table. “It’s very pretty,” she said, gazing absently from the roses
to the crests. “These cards are beautifully done. Did I ask you to plan
music or something of the sort for later? But of course that’s not
catering. I’m as nervous to-night as a freshman before mid-years—
and as stupid. I simply haven’t had one minute to think since last
Sunday. Do I look fit to be seen, Miss Wales? Oh, thank you.
Hooking the hostess up isn’t catering either, but you do it so well. I’ll
run up and find a pin to put into that lace in one minute. But first tell
me, are any of my guests musical? Have they any parlor tricks?
Intellectual dinners are such bores, Miss Wales, unless they’re made
to be distinctive somehow.”
Overwhelmed by the tide of questions, Betty ran over the guest-list
without finding any one whose “parlor trick” she knew.
“I’m sorry,” she faltered. “I didn’t know you wanted me to plan any
entertainment. I thought——”
“Oh, never mind,” Miss Raymond cut in abruptly. “The table is very
nice and Celine’s cooking—it’s all right, Miss Wales, only I’d
dreamed of something—what is it that you girls say?—stunty.
Something that would be like your tea-shop, and that would give Mr.
Joram a whiff of the informal, amusing college atmosphere. I ought
to have said so plainly. I never make myself clear.” Miss Raymond
sank into the nearest chair with an air of complete discouragement.
For one little minute Betty hesitated. Then she flew to the kitchen
and returned with the terribly clever place-cards, which had been
packed in the basket with Mary’s vase.
“I’ll bring you down a pin,” she volunteered, “if you’ll tell me where to
find one. Meanwhile look these over and see if you care to use them.
Madeline—Miss Ayres—sent them on the chance. And if you wanted
a splendid palmist and crystal-gazer for after dinner, you could have
her. The costume is East Indian, with a mystic veil. We would have
asked sooner, only we thought—we were afraid——” Betty fled,
blushing. There was no use waiting for directions about the pin,
because Miss Raymond was bestowing her undivided attention upon
the new place-cards.
SHE PEEPED CAUTIOUSLY IN AT THE DOOR

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Key: Answer, Page, Type, Learning Objective, Level

2. He is credited with introducing a formal method of deductive reasoning - the syllogism.

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Learning Objective 7.2 - How does imagery help us think?

5. The ability to mentally represent a sensory experience is __________

Learning Objective 7.3 - What kinds of concepts help us manage information?

7. Concepts are ideas that represent __________

8. __________ is a mental category used to represent a class or group of objects.

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14. Which of the following is NOT an example of a natural concept?

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25. In problem solving, the term rule of thumb refers to __________

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38. Trial and error is an example of __________

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44. Einstein’s famous E=mc2 is an example of __________

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56. Language is based on universal sound units called __________

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58. The sounds t, th, and sh are __________

59. The smallest units of meaning in a language are known as __________

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62. What are the smallest units of meaning in a language?

67. Pragmatics are defined as __________

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Learning Objective 7.8 - In what ways does thinking influence language?

71. The linguistic relativity hypothesis suggests that __________

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73. Researchers have found that __________ influenced by culture.

75. Most native-born Americans speak __________ language(s).

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79. Which of the following primates most successfully mastered language?

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84. Charles Spearman believed that intelligence is composed of __________

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90. Which of these is one of Howard Gardner’s multiple intelligences?

92. A theory of intelligence with eight components was postulated by __________

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100. Which is the MOST controversial aspect of Gardner’s theory?

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116. Alfred Binet designed the first __________ test.

117. The first successful intelligence test was the __________

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Copyright © 2011 Pearson Education, Inc. All rights reserved.

Copyright © 2011 Pearson Education, Inc. All rights reserved.