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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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tact.’ ‘Do I want them?’ ‘You cannot have too much of them.’ ‘How
comes my sister-in-law, who is younger than myself, to have them
more than I?’ ‘Because, at a very early period of her life, her family
was in danger; she was brought up to exertion of the mind, and now
she derives the benefit d’avoir mangé son pain bis le premier!’ ‘I
shall never learn this,’ was the remark of the Princess, with some
confession of her defects. Lord Malmesbury encouraged her by
saying that when she found herself in a different situation she would
be prepared for its exigencies if she questioned and communed
deeply with herself now. In short, he gave excellent advice, and if
counsel could have cured the radical defects of a vicious education,
Caroline would have crossed the seas to her new home peerless
among brides.
At length the hour approached for the departure of the bride, but
before it struck there had well-nigh been an angry scene. Lord
Malmesbury had faithfully narrated to the Prince all that his
commission allowed him to narrate touching his doings. His opinion
of the bride he of course kept to himself. The Prince wrote back a
complete approval of all he had done, but added a prohibition of the
Princess being accompanied to England by a Mademoiselle
Rosenzweit, who, as his Royal Highness understood, had been
named as ‘a sort of reader.’ The Prince, for what reason is not
known, would not have her in that or in any other character. The
Duke and Duchess of Brunswick were exceedingly annoyed by this
exercise of authority on the part of the royal husband, but they were,
of course, compelled to submit. The motive for the nomination of this
lady deserves to be noticed, particularly as the Duke, who kept a
‘favourite’ at the table where his wife presided, and the Duchess,
who told coarse and indelicate stories there which disgusted the
‘favourite,’ had been particularly boastful concerning the very severe
education of the Princess.
When it was agreed that Mademoiselle Rosenzweit should not
accompany the Princess as ‘a sort of reader,’ the Duke of Brunswick
took Lord Malmesbury aside, and stated that the reason why he
wished her to be with the Princess was, that his daughter wrote very
ill and spelt ill, and he was desirous that this should not appear. The
noble diarist adds, ‘that his Serene Highness was not at all so
serenely indifferent on the matter as he pretended to be. He affected
to be so, ‘“but at the bottom was hurt and angry.”’
The last day the unhappy bride ever spent in a home which,
considering all things, had been a happy home to her, was one of
mingled sighs, tears, dignity, and meanness. The Duke rose into
something like dignity also, and exhibited a momentary touch of
paternal feeling as the hour of departure drew near, and his glory, as
well as his paternal affection, was concerned in the conduct and
bearing of his daughter.
There was a dinner, which would have been cordial enough but
for the arrival of an anonymous letter, warning the Duchess and the
Princess of the dangers the latter would run from a profligate ‘Lady
——,’ the blank of which may be filled up with the name of Jersey.
The letter had been addressed to the Duchess, but that extremely
prudent lady had informed her poor daughter of its contents, and
discussed the letter openly with all those who cared to take part in
the discussion. Lord Malmesbury suspected the epistle to come from
the party of the disappointed Mademoiselle de Rosenzweit. It was a
vulgar epistle, the chief point in which was the assertion that the
‘Lady ——’ would certainly do her utmost to lead the Princess into
some act of injury to her own husband’s honour. The Princess was
not herself much terrified on this point, and for that reason Lord
Malmesbury told her very gravely that it was death for a man to
approach the Princess of Wales with any idea of winning her
affections from her husband, and that no man would be daring
enough to think of it. The poor bride, something startled, inquired if
that were really the law. Lord Malmesbury answered, ‘that such was
the law; that anybody who presumed to love her would be guilty of
high treason, and punished with death, if she were weak enough to
listen to him; so also would she.’ This startled her. Naturally so;
between advice, evil prophecy, menace, dark innuendoes, the
necessity of going to church, and the possibility of ending on a
scaffold, the bride might well be startled.
Nor was the letter above alluded to the only one which was a
source of uneasiness to the Princess. George III. had written to the
Duchess, expressing his ‘hope that his niece would not indulge in too
much vivacity, but would lead a sedentary and retired life.’ This letter
also was exhibited by the injudicious mother to her daughter; and
while the latter was wondering what the conclusion of all this turmoil
might be, Mademoiselle de Hertzfeldt reiterated that the only way for
the Prince to manage her would be by fear. ‘Ay,’ said the virtuous
lady, ‘even by terror; she will emancipate herself if care be not taken
of her. Watched narrowly and severely, she may conduct herself
well!’
Amid such a confusion of scenes, incidents, things, and persons,
the Princess Caroline was variously affected. Her last banquet in her
father’s halls was an epitome of the sorrows, cares, mock-splendour,
and much misery of the time to come.
On Monday, December the 29th, 1795, the bride left Brunswick
‘for good.’ It was two o’clock in the afternoon when the envoy
departed from the palace with his fair companion in his charge. To
render her safety less exposed to risk, Major Hislop had gone
forward ‘to give notice in case of danger from the enemy.’ The
cannon from the ramparts of the city thundered out to her their last
farewell, and the citizens assembled in crowds to see the Princess
pass forth on her path—of roses, as they good-naturedly hoped; but,
in fact, on her way strewn with thorns.
For three days the travellers pressed forward in something of
long file, making, however, short journeys, and not getting very
rapidly over them. On the third day the Princess, weary of being
alone with two ladies, invited Lord Malmesbury to ride in the same
coach with her. He ‘resisted it as impossible, from its being
improper;’ and he continued to discountenance the matter, and she
to laugh at him for his inviolable punctilio.
What with the impediments thrown in their way by the war then
raging in front of them, between the French on one side and the
Dutch and English on the other—and the alternating features of
which now enabled them to hurry on, now checked their course—
what with the incidents of these stirring times, and the hard frost
during which they occurred, cavaliers and ladies made but tardy way,
were half-frozen, and not inconsiderably dispirited. For a time they
tarried at Osnaburg, where Lord Malmesbury narrates an anecdote
for the purpose of showing the character of the Princess, and which
is to this effect.
Many distressed French émigrés were to be found at Osnaburg,
some of them ‘dying of hunger, and through want.’ The rest, the
gallant leader of our escort shall tell in his own words: ‘I persuaded
the Princess Caroline to be munificent towards them—she disposed
to be, but not knowing how to set about it, I tell her liberality and
generosity is an enjoyment, not a sworn virtue. She gives a louis for
some lottery tickets. I give ten, and say the Princess ordered me—
she surprised. I said I was sure she did not mean to give for the
ticket its prime value, and that I forestalled her intention. Next day a
French émigré with a pretty child draws near the table. The Princess
Caroline immediately, of her own accord, puts the louis in a paper
and gives them to the child. The Duchess of Brunswick observes it,
and inquires of me (I was dining between them) what it was. I tell her
a demand on her purse. She embarrassed: “Je n’ai que mes beaux
doubles louis de Brunswick.” I answer: “Qu’ils deviendront plus
beaux dans les mains de cet enfant que dans sa poche.” She
ashamed, and gives three of them. In the evening the Princess
Caroline, to whom this sort of virtue was never preached, on my
praising the coin of the money at Brunswick, offers me very seriously
eight or ten double louis, saying: “Cela ne me fait rien—je ne m’en
soucie pas—je vous prie de les prendre.” I mention these facts to
show her character: it could not distinguish between giving as a
benevolence and flinging away the money like a child. She thought
that the art of getting rid of the money, and not seeming to care
about it, constituted the merit. I took an opportunity at supper of
defining to her what real benevolence was, and I recommended it to
her as a quality that would, if rightly employed, make her more
admirers and give her more true satisfaction than any that human
nature could possess. The idea was, I am sorry to see, new to her,
but she felt the truth of it; and she certainly is not fond of money,
which both her parents are.’
This indifference to money was amply manifested throughout the
course of her after life. At a period of that life when she was most
distressed she might have earned a right royal revenue, had she
cared to sacrifice to it—her reputation. With all her faults, she had
none of the avarice of her mother especially. She had more of the
ignorance of the latter, but even she would not have been led into
betraying it as her mother did when looking at the Dusseldorff
collection of pictures, which at this time had been removed to
Osnaburg, to save it from the calamities of war. Her Serene
Highness was shown a Gerard Dow. ‘And who is Gerard Dow?’ said
she; ‘was he of Dusseldorff?’ The severity of this lady’s education
must have been something like that given to the Princess. The
mother had never heard of Dow! The daughter wrote ill and spelt
worse. She, some years subsequent to the journey upon which we
are now accompanying her, described the Princess Charlotte in a
letter as her ‘deer angle.’ She was indeed ever profuse with epithets
of endearment. The ladies whom she saw for the first time during
this her bridal progress to her husband’s house were addressed by
her as ‘Mon cœur, ma chère, ma petite.’ Lord Malmesbury again
played the monitor when these freedoms were indulged in, and his
pupil began to care less for both advice and adviser. The bride’s
mother, too, got weary of her journey—afraid of being taken prisoner
by the enemy, and was anxious to leave her daughter and return
home. The envoy resisted this as improper, until the moment she
had placed the Princess in the hands of her proper attendants. Lord
Malmesbury not only made ‘her lady mother’ continue at her post,
but, on leaving Osnaburg, he induced her to give fifty louis to the
servants—very much indeed against her will. She neither loved to
give money away herself, nor to have the virtue of liberality
impressed upon her daughter as one worth observing. In most
respects, however, the daughter was superior to the mother. Thus,
when at Benthem, they were waited on and complimented by
President Fonk and Count Benthem de Steinfort—two odd figures,
and still more oddly dressed—the Duchess burst into a fit of laughter
at beholding them. The Princess had the inclination to do as much,
but she contrived to enjoy her hilarity without hurting the feelings of
the two accomplished and oddly-dressed gentlemen who had come
to do her honour.
The Princess was less delicate with regard to odd women. Thus,
she met Madame la Présidente Walmoden at Osnaburg, whom she
asked to play at cards at her table, and made giggling remarks about
her, in half-whispers, to the younger ladies of the party. The Princess
disliked the Présidente; the Duchess, on the other hand, had
pleasure in her society. Présidente and Duchess vied with each
other in telling stories, and the latter was comically indelicate to her
heart’s content.
Great difficulties had still to be encountered in the way of their
progress towards the sea-coast, and more than one wide wave from
far-off battles drove them back, again and again, to cities of which
they had before taken, as they believed, a final farewell. In the midst
of it all there was much ‘fun,’ some frowning, a little bickering, advice
without end, and amendment always beginning. Still, as the party
proceeded, half-frozen to death on their way by the rigour of a winter
such as Lord Malmesbury had not felt since he was in Russia, the
Princess especially loved to talk of her future prospects and
intentions. Perhaps the most singular dream in which she indulged
was that of undertaking and accomplishing—for she had no doubt as
to the result—the reformation of the Prince. She felt, she said, that
she was to fill the vide in the situation in which he stood, caused by
his isolation from the King and Queen. She would domesticate him,
she said, and give him a taste for all the private and home virtues.
His happiness would then be of a higher quality than it ever had
been before, and he would owe it all to her. This was the pleasant
dream of a young bride full of good intentions, and who was
strangely called upon to project the reformation of her husband, even
before she had seen him, or could have taken that interest in him
which could only arise from esteem founded on personal intercourse.
This result, she declared, the nation expected at her hands; and she
would realise it, for she felt herself capable of effecting it.
To all this agreeable devising Lord Malmesbury replied in
encouraging speeches, mingled with gravest counsel and solemn
admonition as to her bearing. This the Princess generally took in
excellent part, while the Duchess, her mother, was grumbling at the
intense cold or slumbering uneasily under it; and the servants
outside the carriages were as nearly frozen as people could be, but
were kept from that absolute catastrophe by generous liquor and the
warmth of their indignation.
The bride ought to have been perfect in her character, for her
mentor lost no opportunity in endeavouring to so prepare her that
she might make a favourable impression upon the King and Queen.
It must, too, be said for her, that her amiability under this reiterated
didactic process was really very great. She felt nothing but respect
for her teacher, and that says much for the instruction given, as also
for the way in which it was conveyed. On one occasion, we are told,
she ended, on retiring for the night, by saying that she hoped the
Prince would let her see Lord Malmesbury, since she never could
expect that any one would ‘give her such good and such free advice
as myself;’ and she added, ‘I confess I could not bear it from any one
but you.’
On Saturday, the 24th of January 1795, the travellers entered
Hanover blue with cold, of which the benumbed Duchess
complained in no very elegant terms. Lord Malmesbury was
exceedingly anxious that the Princess should be popular here, as
according to the impression of her reported hence to England would
probably be that of the King and Queen on her arrival. Lord
Malmesbury told her that she was Zémire and Hanover Azor; and
that, if she behaved rightly, the monster would be metamorphosed
into a beauty; that Beulwitz (at the head of the regency, the most
ugly and most disagreeable man possible) would change into the
Prince of Wales; that the habit of proper princely behaviour was
natural to her—an assertion which was not true, as even the
diplomatist showed, by adding ‘that it would come of itself; that
acquired by this (in that respect) fortunate delay in our journey, it
would belong to her, and become familiar to her on her coming to
England, where it would be of infinite advantage.’
And yet Hanover was not a very particular place; that is, it was
not inhabited—the court end of it, at least—by very particular, strict,
or strait-laced people. The Princess was particularly careful of her
conduct before persons, some of whom appear to have generally got
intoxicated before dinner was over. Nevertheless, Lord Malmesbury
did effect a very notable change for the better in the Princess’s
habits. He had been before addressing himself to the improvement
of principle; he now came to a personal matter, and, if one might be
pardoned for laughing at any incident in the life of a poor woman
whose life was anything rather than a matter to be laughed at, this is
the time when one might do so with least reproach.
The party had been three weeks at Hanover, and, during that
time, Lord Malmesbury had held frequent discussions with the
Princess upon the very delicate matter of the toilette. She prided, or
to use the noble lord’s own term, ‘she piqued herself on dressing
quick.’ He disapproved of this; for a quick dresser is a slovenly and
unclean dresser. On this point, however, she would not be
convinced: probably she was the less inclined to be so as the
weather continued intensely cold, and the next luxury to lying in bed
was being quickly dressed when she got out of it. He could not come
to details with a young bride who despised perfect ablutions; but he
found a court lady, Madame Busche, through whom he poured the
necessary amount of information that should induce the Princess to
be more liberal towards her skin in the dispensation of water. He
desired Madame Busche to explain to her that the Prince was very
delicate, and that he expected a long and very careful toilette de
propreté, of which she had no idea. ‘On the contrary,’ he says, ‘she
neglects it sadly, and is offensive from this neglect. Madame Busche
executes her commission well, and the Princess came out, the next
day, well washed all over!’
But still the envoy’s trouble in connection with his charge in no
way diminished. Now, he was gently reproving her for calling strange
ladies by very familiar terms; anon, he had to censure her for
unasked-for confidences touching past loves; and then, more
seriously than all, to reprimand her even, and with strong license of
phrase, for her undutiful and sneering conduct towards her mother,
who, although silly and undignified, yet deserved the respect of her
own child. On all these occasions there was some pouting, followed
by acquiescence in the reproof, and ardent promises of
improvement, that were still long a-coming. In the meantime, that
delicate article of personal cleanliness remained, upon which the
Princess became as indifferent as ever. We must again have
recourse to the envoy’s own description of what passed between him
and the pretty, wayward girl he was endeavouring to persuade out of
dirtiness. On the 6th of March he says: ‘I had two conversations with
the Princess Caroline. One on the toilette, on cleanliness, and on
delicacy of speaking. On these points I endeavoured, as far as it was
possible for a man, to inculcate the necessity of great and nice
attention to every part of dress, as well as to what was hid as what
was seen. I knew she wore coarse petticoats, coarse shifts, and
thread stockings, and these never well washed or changed often
enough. I observed that a long toilette was necessary, and gave her
no credit for boasting that hers was a short one. What I could not say
myself on this point I got said through women: through Madame
Busche, and afterwards through Mrs. Harcourt. It is remarkable how
amazingly on this point her education has been neglected, and how
much her mother, although an Englishwoman, was inattentive to it.
My other conversation was on the Princess’s speaking slightingly of
the Duchess, being peevish to her, and often laughing at her or
about her. On that point I talked very seriously indeed; said that
nothing was so extremely improper, so radically wrong; that it was
impossible, if she reflected for a moment, that she should not be
sorry for everything of the kind which escaped; and I assured her it
was the more improper from the tender affection the Duchess had
for her. The Princess felt all this, and it made a temporary
impression. But on this, as on all other subjects, I have had too many
opportunities to observe that her heart is very, very light,
unsusceptible of strong or lasting feelings. In some respects this may
make her happier, but certainly not better. I must, however, say that
on the idea being suggested to her by her father that I should remain
on business in Germany, and not be allowed to attend her to
England, she was most extremely affected, even to tears, and spoke
to me with a kindness and feeling I was highly gratified to find in her.’
On the 24th of March the travelling bridal party quitted Hanover.
The bride made presents to the amount of 800 golden Fredericks—a
generosity which cost her little, for the money was supplied by Lord
Malmesbury, who took a receipt for it, like a man of business. It was
now that the mother and daughter parted—not again to meet till the
former was without a duchy and the latter without a spouse. The
Duchess was considerably affected. The Princess kept up her spirits,
and behaved with grace and propriety. After passing through
Rottenberg and Klosterseven, where they ‘slept at the curate’s,’ the
wayfarers reached Stade on Friday, the 27th of March. Early on the
following morning they embarked in Hanoverian boats upon the
Schwinde; by nine they reached the ‘Fly’ cutter, and in that, when the
wind served, or in boats when it slackened, they proceeded down
the river, and at seven o’clock were taken on board the ‘Jupiter,’ fifty-
gun ship, amid all the dreadful noise, confusion, and smoke which go
towards doing welcome to an illustrious traveller. As she was
stepping on board a young midshipman, named Doyle, handed her a
rope, in order to assist her. He was the first to help her, as it were,
into England. Something more than a quarter of a century later he
who thus aided the bride was charged with the mission of taking
back her body. The fleet re-echoed the thundering salute which burst
from the sides of the ‘Jupiter,’ yards were manned, streamers flung
out their silky lengths to the wind, and as the Princess passed on to
Cuxhaven all went as merrily as became a marriage party.
The next day they cleared the Elbe, and on the following were off
the Texel. The Princess was cheerful, affable, good-humoured, not
alarmed by the terrors of the sea or the sight of French privateers,
and a favourite with both officers and seamen. She only made one
‘slip’ on the passage, from a repetition of which the jealous Lord
Malmesbury guarded her by giving her a lesson in English, and
counselling her not to use a nasty word to express a nasty thing.
While the royal bride was conning her lesson her guardian was
conferring with ‘Jack Payne,’ from whom he learned that the
bridegroom at home was not behaving in the most prudish way
possible, and that his favourite was comporting herself with the
impudence natural to favourites before they fall.
On Good Friday morning, the 3rd of April, the ‘Jupiter’ passed
Harwich, and in the evening anchored at the Nore. On the following
day the bride ascended the Thames to Gravesend, whence, in a
barge, on Easter Sunday, and amidst thousands of welcoming
spectators, she proceeded to Greenwich, where she arrived at
twelve, and found—not a soul from St. James’s to receive her. She
waited a full hour before the royal carriages arrived, and the delay
was attributed to the contrivance of the Prince’s favourite. In the
meantime the officers at the Hospital did their honest best to
welcome the poor stranger. At length the carriages arrived, but with
them no eager bridegroom. To represent him came his mistress, with
a bevy of lords and ladies. Lady Jersey no sooner beheld the
embarrassed Princess than she began to ridicule her dress; and
having done that till she was sharply reproved for her effrontery by
Lord Malmesbury, she made a sort of claim to be placed by the side
of the Princess in the carriage, on the ground that riding backwards
always made her sick. But Lord Malmesbury would listen to no such
claim, told her that she was unfit to be a lady of the bedchamber if
she were unable to ride with her back to the horses, and although
the favourite would have been glad now to ride even in that fashion
in the same carriage with the bride, the envoy would not permit it. He
placed there two ladies who were not addicted to qualms in such a
situation; and with the Princess occupying a seat alone, and sitting
forward, so as to be more easily seen, the cortège set out for the
metropolis. The bride was but coldly received by the few spectators
on the road, and when she alighted at the Duke of Cumberland’s
apartments, in Cleveland Row, St. James’s, at half-past two, she
must have half wished herself back again in Brunswick.
On due notice of the arrival being made to the royal family the
Prince of Wales went immediately to visit his cousin and bride. What
occurred at the interview, of which Lord Malmesbury was the sole
witness, he has the best right to tell. ‘I, according to the established
etiquette, introduced (no one else being in the room) the Princess
Caroline to him. She very properly, in consequence of my saying to
her it was the right mode of proceeding, attempted to kneel to him.
He raised her (gracefully enough) and embraced her, said barely one
word, turned round, retired to a distant part of the apartment, and,
calling me to him, said: “Harris, I am not well; pray get me a glass of
brandy.” I said: “Sir, had you not better have a glass of water?” Upon
which he, much out of humour, said with an oath: “No; I will go
directly to the Queen.” And away he went. The Princess, left during
this short moment alone, was in a state of astonishment, and on my
joining her said: “Mon Dieu, est-ce que le Prince est toujours comme
cela? Je le trouve très gros et nullement aussi beau que son
portrait.”’
What could the bringer of the bride say to comfort her? He
stammered out that his Royal Highness was naturally much affected
and fluttered—poor bashful man and susceptible creature—at the
interview; but he would be better by dinner time!
The Princess, however, was not herself blameless. She had
already entirely forgotten, or entirely disregarded, the good advice
given to her by Lord Malmesbury, and, short as the time had been
which she had spent at Greenwich with Lady Jersey, she had been
foolish enough to communicate to that person the alleged fact of her
heart having been already preoccupied by a young German. The
interesting intelligence was speedily communicated to the Prince,
and the knowledge so acquired—although the fact itself may have
been at first doubted—certainly had great influence on the conduct
observed by the bridegroom to the bride.
Lord Malmesbury was exceedingly perplexed. He had been so
careful of his charge that when the chances of war had obstructed
the progress of their journey, sooner than take her back to a court,
the ladies of which, never expecting to see her raised to a more
exalted station than that in which she was born, had treated her with
great familiarity, he had conducted her to dull and decorous Hanover.
So tender had he been of her that he would not allow her to remain
at Osnaburg, for the simple reason that Count d’Artois was in the
vicinity; and although Lord Malmesbury was, as he says, very far
from attributing, either to him or to those who attended him, all those
vices and dangerous follies which it was said belonged to them in
the days of prosperity, yet he felt it highly improper that the Princess
of Wales and a fugitive French prince should remain in the same
place. His charge could not have had a colder welcome had such a
meeting taken place, and all the inconveniences resulted from it
which the noble lord foresaw and dreaded. The poor deserted lady
was now upon the point of indulging in some sharp criticism upon
her welcome, when her troubled conductor, feigning necessity to
attend upon the King, left the room, and her alone in it, or with no
better company than her meditations.
The usual Sunday drawing-room had just come to a close, and
Lord Malmesbury found his Majesty at leisure to converse. The last
thing, however, thought about by the King was the subject of the
Princess. His whole conversation turned upon home and foreign
politics. That ended, he inquired if the Princess were good-
humoured. Lord Malmesbury reported favourably of her in this
respect, and the King expressed his gratification in such a tone as to
induce his lordship to believe that his Majesty had seen the Queen
since she had seen the Prince, and heard from him an unfavourable
report of the Princess.
The after-conduct of the latter was not calculated to create a
favourable impression. At the dinner which took place that day the
Princess was ‘flippant, rattling, affecting raillery and wit,’ and
throwing out coarse, vulgar hints about Lady Jersey, who was
present, silent, and biding her time. The disgust of the bridegroom
was now permanently fixed; and the disgust raised by lightness of
bearing and language passed into hatred when the Princess began
to indulge in coarse sarcasm.
The Prince, heartily weary of his bargain, asked Lord
Malmesbury, after one of these dinners, what he thought of the
manners exhibited at them by the Princess. The envoy could not
defend them; on the contrary, he expressed his unqualified censure,
and informed the Prince of the paternal injunctions of the Duke of
Brunswick, whereby he recommended that a strict curb should be
kept upon the Princess, or she would certainly emancipate herself.
The Prince declared that he saw it too plainly, and half reproachfully
asked ‘Harris’ why he had not told him as much before. The envoy,
thus appealed to, pleaded the strictness of his commission, which
was not discretionary, but which directed him to ask for the hand of
the Princess Caroline in marriage, and nothing more; and that, had
he presumed to give any opinion of his own upon the lady, he would
have been guilty of an impertinent disregard of his instructions,
which were at once limited and imperative. Lord Malmesbury
endeavoured to put the gentlest construction upon the sentiments
expressed by the Duke of Brunswick concerning his daughter, and
added that, for his own part, he had seen nothing but slight defects
of character, which he hoped might be amended; and that, had he
observed anything more serious, he should have considered it his
duty to communicate it, but only confidentially, to the King himself.
The Prince sighed, appeared to acquiesce, but was neither consoled
nor convinced.
The ceremonial of the unhappy marriage was celebrated on
Wednesday, the 8th of April, in the Chapel Royal, St. James’s. The
whole of the royal family previously dined together at the Queen’s
Palace, Buckingham House, after which they proceeded to their
several apartments at St. James’s to dress. As the Princess passed
through the hall of Buckingham House the King saluted her in the
heartiest fashion, and then shook as heartily, by both hands, the
Prince of Wales who had in vain sought to raise his spirits by the
adventitious aid of wine. The bridal party assembled in the Queen’s
apartment, and walked from thence to the state drawing-rooms,
which were not rendered less gloomy than usual by any addition of
festive light. They were ‘very dark,’ says Lord Malmesbury, who
walked in the procession, by command of his Majesty. The chapel
was very crowded. There is a picture of the interesting scene, which
is said to have been painted, at the King’s command, by Hugh
Douglas Hamilton, an Irish artist, whom both King and Queen had,
formerly, much patronised. All the royal sons and daughters—a
beautiful family group they were—are present in the Chapel Royal,
St. James’s. The bride is dressed in a white satin dress, worked
down the front with pearls. She wears a small crown, and from her
shoulders falls a robe of rich red crimson velvet, lined with ermine.
The Prince of Wales wears a court costume, knee breeches and
buckles with pointed shoes. His coat, of blue velvet, is richly
ornamented somewhat after the fashion of the ornaments on the
dress of his bride. The ladies wear enormous hoops, except the
bride, who has no hoop. Their hair is powdered, and their arms
project from their bodies in rather a stiff attitude, rendered necessary
by the projection of the hoops. They all wear long, white kid gloves,
which extend nearly up to the elbow. Ostrich feathers bend or bow
on the ladies’ heads, rising from the forehead, and curling gracefully
at a considerable height. Near the bride are her ‘maids,’ Lady Mary
Osborne, Lady Charlotte Legge, Lady Caroline Villiers, Lady
Charlotte Spencer, Lady Caroline Waldegrave. When Queen
Charlotte heard of this picture (she appears not to have sat for it) she
is said to have declared that if it was brought into Windsor Castle
she would go out of it. The King paid for but declined to receive this
work, which ultimately was disposed of by lottery, and is now in the
Tussaud Gallery, in Baker Street.
The ceremony which it represents was performed by the
Archbishop of Canterbury, Dr. Moore. The ‘Prince of Wales gave his
hat, with a rich diamond button and loop, to Lord Harcourt to hold,
and made him a present of it. After the marriage we returned to the
Queen’s apartment. The Prince very civil and gracious, but I thought
I could perceive he was not quite sincere, and certainly unhappy,
and as a proof of it he had manifestly had recourse to wine or spirits.’
Upon this point Lord Holland has afforded ample corroborative
evidence. The noble baron has stated that the Prince of Wales had
had such recourse to brandy that he with difficulty could be kept
upright between two dukes. The wedding was as melancholy a one
as was ever celebrated. The only hearty actor in it was the King, who
advanced to give the bride away with an eager alacrity. As for the
bridegroom, after having been got upon his knees, he rose,
unconsciously, but restlessly, before the proper time. The Archbishop
paused, the service was interrupted, and the Prince looked very
much as if he were inclined to run away. The King, however, had
presence of mind for all. He rose from his seat, crossed to where his
son was standing with a bewildered air, whispered to him, got him
once more upon his knees, and so happily, or unhappily, brought the
ceremony to a conclusion.
The usual legal formalities followed; these were succeeded by a
supper at Buckingham House, and at midnight the luckless pair
retired to their own residence at Carlton House, quarrelling with each
other, it is said, by the way. Meanwhile the metropolis around them
was rejoicing and exhibiting its gladness by the usual manifestations
of much drunkenness and increased illumination to show it by.
Asmodeus might have startled the Spanish student that night with an
exhibition such as he had never seen beneath any of the unroofed
houses of Madrid!
It sounds singular to hear that the young husband’s first serious
occupation, on thus beginning life, was the settlement of his debts.
These were enormous, and their amount only proved the reckless
dishonesty of him who had incurred them. Mr. Pitt proposed that the
income of the Prince should be 125,000l. a-year, exclusive of the
revenue of the Duchy of Cornwall, some 13,000l. more. This was
eventually agreed to. In addition, Parliament fixed the jointure of the
Princess of Wales at 50,000l. per annum; and the smaller but
pleasant items of 20,000l. for jewels and 26,000l. for furnishing
Carlton House were also agreed upon. Out of the above-named
revenue, however, a yearly deduction was to be made, in order that
the debts of the Prince should be discharged within nine years. This
deduction he denounced, and his brothers joined him in the
denunciation, as a breach of contract, he having married solely upon
the promise that his debts should be paid off at once. He
immediately claimed the amount of the accumulation of the receipts
of the Duchy of Cornwall during his minority. He was answered, on
the part of the King, that the receipts had been expended on his
education and establishment. The consequent debates were a
scandal to the nation, a disgrace to royalty in the person of the
Prince, and cruelly insulting to the Princess, as they betrayed to her
the fact that the heir-apparent had accepted her as a consort solely
on condition that his debts should be paid off. When the Romans
made a bargain they confirmed it by breaking a bit of straw between
them. This straw was called ‘stipula,’ and the Princess Caroline was
the bit of straw that was broken—the stipulation, in fact, whereby it
was agreed that if the Prince married the woman whom he already
detested his creditors should have satisfaction in full of all demands!
Some of these were found heavy. There was a bill of 40,000l. to
his farrier! Bills like these were allowed. Not so an annuity of 1,400l.
to Mrs. Crouch, the actress. The Parliament took a commercial view
of the matter and disallowed the claim, on the ground that no
valuable consideration had been given for the liability which the
Prince had voluntarily incurred. For the allowed debts, debentures
payable with interest were given, and the Prince immediately
withdrew into comparative retirement, in order, as Lord Moira stated
in the House of Lords, that he might be able to save enough to
discharge certain claims upon his honour. These claims were
supposed to exist on the part of the Landgrave of Hesse Cassel and
the Duke of Orleans, from whom the Prince had borrowed money.
Perhaps they included the 10,000l. per annum which he had
engaged himself to pay to Mrs. Fitzherbert, whom he had settled in a
superb mansion in Park Lane, and comforted with assurances that
his attentions to her would be as devoted now as before his
marriage! All this was an outrage on the poor bride, whom the Prince
took down to Windsor on a visit to the King and Queen. That persons
might not suppose this was a commencement of positive domestic
and virtuous life, the husband took with him his mistress, Lady
Jersey.
The usual formality, which George III. loved, of visiting the public
at the theatre, was observed on this occasion, and a short time after
the royal marriage the wedded couple were accompanied to Covent
Garden by the whole of the royal family. They were very dully
entertained with the very worst of O’Keefe’s comedies, ‘Life’s
Vagaries,’ in which two cousins fall in love and marry; and so
perhaps the piece was thought appropriate. It was followed by
‘Windsor Castle,’ a pièce d’occasion by Pearce, who brought
together in it Edward III., Peleus, the Prince of Wales, Minerva,
Thetis, and the Countess of Kent. The last lady is represented as
expected at the castle; she is detained on her way by an overflow of
the Thames which threatens to drown her, and from which she is
rescued by the Prince of Wales; whereupon all the heathen gods
and goddesses are as much delighted as if they formed an Olympian
Royal Humane Society, and exhibit their ecstasy by dancing and
singing. In such wise were our rulers entertained when George III.
was king.
Queen Charlotte had looked grimly cold upon the Princess, but
she gave an entertainment in honour of the event which made
Caroline of Brunswick a Princess of Wales. The locality was
Frogmore, and the scene was brilliant, except that the hostess
looked, as Lord Malmesbury once described her, ‘civil, but stiff,’ and
her daughter-in-law superbly dressed, and black as midnight.
Meanwhile, the Prince’s first wife, Mrs. Fitzherbert, was in
sorrow. Their honeymoon had not lasted long. The Prince had met
Lady Jersey at Brighton, and a letter from him, which was put into
Mrs. Fitzherbert’s hands at a dinner at the Duke of Clarence’s, where
she had expected to meet the Prince, satisfied her that all intimacy
between them had come to an end. From that time, according to
what appears to be an erroneous statement in the ‘Memoirs of Mrs.
Fitzherbert,’ ‘she never saw the Prince;’ and this interruption of their
intimacy was followed by his marriage with the Queen (Princess)
Caroline, brought about, as Mrs. Fitzherbert conceived, under the
twofold influence of the pressure of his debts on the mind of the
Prince, and a wish on the part of Lady Jersey to enlarge the royal
establishment, in which she was to have an important situation!
CHAPTER III.
THE FIRST YEAR OF MARRIED LIFE.
The Princess’s letters to her family intercepted—Unkindness exhibited to her

—The Prince seeks a separation—Acceded to by the Princess—She
removes to Blackheath—Her income settled—Merry hours spent by the
Princess at Blackheath—Intercourse between the Princess and her
daughter—The Princess’s unfortunate acquaintance with Lady Douglas—
The boy Austin—Lady Douglas’s communication to the Prince attacking
the Princess—The delicate investigation—Witnesses examined—The
Princess hardly dealt with—Her memorial to the King—Delay in doing her
justice—The Monarch’s decision—Exculpated from the grave charges—
Comparison of Caroline Queen of George II. and Caroline of Brunswick—
The Prince and Lady Hertford—Miss Seymour, and the Prince’s
subornation of witnesses—Persecution of the Princess by her husband—
Her appeal to the King—Menace of publishing The Book—The Princess
received at the Queen’s drawing-room—Meeting of the Prince and
Princess—Death of the Duke of Brunswick at the battle of Jena—The
Duchess a fugitive—The Princess’s debts.
The Princess had cause then, and stronger reason soon after, for
her melancholy. She had written a number of letters to her family and
friends in Germany. These she intrusted to the Rev. Dr. Randolph,
who was about to proceed to Brunswick, for delivery. The illness of
Mrs. Randolph kept the doctor in England, and he returned the
letters to the Princess of Wales, under a cover addressed to Lady
Jersey. The letters fell into the Queen’s hands. This, however, was
only discovered later; and the discovery accounted for the cold
reserve of Queen Charlotte towards the Princess, for the letters
contained some sarcastic remarks upon the Queen’s appearance
and manners. In the meantime, on the packet failing to reach its
proper owner, due inquiry was made, but nothing further was
discovered, except that the reverend doctor declared that he had
transmitted it to Lady Jersey, and that individual solemnly protested
she had never received it. That it reached Queen Charlotte, was
opened, and the contents read, was only ascertained at a later
period.
In whatever rudeness of expression the Princess may have
indulged, her fault was a venial one compared with those of her
handsome and worthless husband. While she was in almost solitary
confinement at Brighton he was in London, the most honoured guest
at many a brilliant party, with Mrs. Fitzherbert for a companion. On
several occasions these two were together, even when the Princess
was present. The latter, by this time, knew of the private marriage of
her husband with the lady, and that he had denied, through Fox, who
was made the mouthpiece of the lie, that his ‘friendship’ with Mrs.
Fitzherbert had ever gone to the extent of marriage. If we have to
censure the after-conduct of the Princess, let us not forget this
abominable provocation.
Except from the kindly-natured old King, Caroline experienced
little kindness, even during the time immediately previous to the birth
of her only child, the Princess Charlotte. This event took place at ten
in the morning of the 7th of January 1796, amid the usual solemn
formalities and the ordinary witnesses. Addresses of congratulation
were not lacking. Among them the city of London prepared one for
the Prince, but the conventionally ‘happy father,’ who had looked
down upon his legitimate child with the critical remark that ‘it was a
fine girl,’ declined to receive the congratulations of the City, unless in
private. The pretext given was that a public reception was too
expensive a matter in the Prince’s reduced condition; and the pretext
was so insulting to the common sense of the corporation that the
members very properly refused to ‘go up’ at all.
The truth was that the Prince shrunk from being congratulated
upon his prospects as a husband, seeing that he was about to
separate himself for ever from the society of his wife. The latter had
caused the removal of Lady Jersey from her household. This was
effected by the hearty intervention of him whom the Scottish papers
not inaptly called that ‘decent man, the King.’

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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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133. Which of the following is NOT a group administered intelligence test?