Psychological Science Modeling Scientific Literacy 2nd Edition Krause Test Bank instant download all chapter

Psychological Science Modeling
Scientific Literacy 2nd Edition Krause

Test Bank
Go to download the full and correct content document:
https://testbankdeal.com/product/psychological-science-modeling-scientific-literacy-2n
d-edition-krause-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Psychological Science Modeling Scientific Literacy 2nd

Edition Krause Solutions Manual
https://testbankdeal.com/product/psychological-science-modeling-
scientific-literacy-2nd-edition-krause-solutions-manual/
Psychological Science Modeling Scientific Literacy 1st

Edition Krause Test Bank
https://testbankdeal.com/product/psychological-science-modeling-
scientific-literacy-1st-edition-krause-test-bank/
Introduction To Psychological Science Canadian 2nd

https://testbankdeal.com/product/introduction-to-psychological-
science-canadian-2nd-edition-krause-test-bank/
Introduction To Psychological Science Canadian 2nd

science-canadian-2nd-edition-krause-solutions-manual/
Introduction to Psychological Science Canadian 1st
science-canadian-1st-edition-krause-test-bank/
Introduction to Psychological Science Canadian 1st

science-canadian-1st-edition-krause-solutions-manual/
Scientific American Environmental Science For A

Changing World 2nd Edition Karr Test Bank
https://testbankdeal.com/product/scientific-american-
environmental-science-for-a-changing-world-2nd-edition-karr-test-
bank/
Psychological Science 5th Edition Gazzaniga Test Bank
https://testbankdeal.com/product/psychological-science-5th-
edition-gazzaniga-test-bank/
Psychological Science 6th Edition Gazzaniga Test Bank
https://testbankdeal.com/product/psychological-science-6th-
edition-gazzaniga-test-bank/
Total Assessment Guide Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
Total
Assessment Chapter 9
Guide Intelligence, Aptitude, and Cognitive Abilities
Topic Factual Conceptual Applied
Chapter Quiz Multiple Choice 1, 3, 10, 12 5-7, 13 2, 4, 8-9, 11,
14-15
MODULE 9.1: MEASURING APTITUDE AND INTELLIGENCE

True or False 1-5
Essay 1
KNOW…the key terminology associated Multiple Choice 5-6,25-29, 1-2,7-8,24, 3-4,32
with intelligence and intelligence testing 34-36,41,43- 30,39-40,42
44
Short Answer 2
UNDERSTAND…the purpose of Multiple Choice
standardization and norms in intelligence Short Answer
testing
UNDERSTAND…the relationship between Multiple Choice 9,11-13,17 10,14-16
reliability and validity in testing Short Answer
APPLY…the concepts of test standardization Multiple Choice 18,22 21 19-20,31,33,
and norms to make judgments about specific 37-38
test scores Short Answer 1
ANALYZE…the use of brain size as an Multiple Choice 45-46 47
estimate of mental ability Short Answer
ANALYZE…whether intelligence and Multiple Choice 23
aptitude tests make useful predictions about Short Answer
performance
MODULE 9.2: UNDERSTANDING INTELLIGENCE

True or False 6-8
Essay 2-3
KNOW…the key terminology related to Multiple Choice 48,65,71-73, 49-50,64,68- 51-52,63,74,
understanding intelligence 75 69 76-77
Short Answer 3,5
UNDERSTAND…why intelligence is Multiple Choice 56-57,61-62 53-55,58-60
divided into fluid and crystallized types Short Answer 4
UNDERSTAND…the puzzling “Flynn Multiple Choice 82-83,85 86-88 84
effect” – a generational rise in IQ scores Short Answer
APPLY…your knowledge to identify Multiple Choice 66-67 70
examples from the theory of successful Short Answer
intelligence
ANALYZE…whether teachers should spend Multiple Choice 79-80 81 78
time tailoring lessons to each individual Short Answer
student’s learning style
603
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Total Assessment Guide Krause and Corts
Topic Factual Conceptual Applied

MODULE 9.3: HEREDITY, ENVIRONMENT, AND INTELLIGENCE
True or False 9-10
Essay 4-5
KNOW…the key terminology related to Multiple Choice 93,123-124 125-127
heredity, environment, and intelligence Short Answer 10
UNDERSTAND…different approaches to Multiple Choice 89-91,94,97, 92,96,98 95,100
studying the genetic basis of intelligence 99
Short Answer 6
APPLY…your knowledge of entity and Multiple Choice 117-119, 120
incremental theories to understand your own 121-122
beliefs about intelligence Short Answer 9
ANALYZE…claims that infant intelligence is Multiple Choice 101-102 103
increased by viewing educational television Short Answer
programming
ANALYZE…the meaning of group level Multiple Choice 104-106, 107,112-115 110,116
differences in intelligence scores 108-109,
111
Short Answer 7 8
604
Chapter Quiz Krause and Corts
CHAPTER QUIZ IN REVEL

1. Which of the following is the best psychological definition of intelligence?
a. How much a person knows
b. The ability to think, understand, reason, and cognitively adapt to and overcome obstacles
c. The score on an intelligence test
d. The ability to quickly learn new material
Answer: B
Module 9.1
Rationale: Intelligence reflects not just how much you know, but how you recognize and solve problems.
Diff: 1
Skill: Factual
Objective: Know the key terminology associated with intelligence testing.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
2. Jonah receives the results of his intelligence test, which describes his score as having a percentile rank of .70 (or
70%). What does this information indicate about Jonah’s intelligence score?
a. He has an IQ of 70.
b. He has an IQ of 30.
c. His score is greater than the score of 70% of the population.
d. His score is less than the score of 70% of the population.
Answer: C
Module 9.1
Rationale: Percentile rank is the percentage of scores below a certain point.
Diff: 2
Skill: Applied
Objective: Apply the concepts of test standardization and norms to make judgments about specific tests.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
3. Using the original formula for the intelligence quotient, an 8-year-old child with a mental age of 10 would have
an IQ that:
a. is exactly 100.
b. is greater than 100.
c. is less than 100.
d. cannot be determined without more information.
Answer: B
Module 9.1
Rationale: : An intelligent quotient is a measurement in which the mental age of an individual is divided by
the person’s chronological age and then multiplied by 100.
Diff: 1
Skill: Factual
Objective: Know the key terminology associated with intelligence and intelligence testing.
605
4. Which of the following statements is true about the relationship between brain size and some aspects of
intelligence?
a. Brain size is moderately related to intelligence.
b. There is no relationship between brain size and intelligence.
c. Brain size is an almost perfect predictor of intelligence.
d. The number and size of cerebral gyri, but not overall brain size, are related to intelligence.
Answer: A
Module 9.1
Rationale: One recent study to adopt this approach found that across 36 species, there was a clear correlation
between a larger brain and better performance on the task
Diff: 3
Skill: Applied
Objective: Analyze the use of brain size as an estimate of mental ability.
5. Identical twins reared together and apart tend to score similarly on standardized measures of intelligence. Which
of the following statements does this finding support?
a. Intelligence levels are based on environmental factors for both twins reared together and twins reared apart.
b. Environmental factors are stronger influences on twins raised together compared to twins reared apart.
c. The “intelligence gene” is identical in both twins reared together and reared apart.
d. Genes are an important source of individual variations in intelligence scores.
Answer: C
Module 9.3
Rationale: Twin and adoption studies show that some of the individual differences observed in intelligence
scores can be attributed to genetic factors, but it does not tell us which genes account for the differences.
Diff: 2
Skill: Conceptual
Objective: Understand different approaches to studying the genetic basis of intelligence.
6. What does the Flynn effect refer to?

a. The increase in average IQ test scores over decades
b. The decrease in average IQ test scores over decades
c. The higher IQ test average scores for Asian Americans compared to European Americans
d. The lower IQ test average scores for African Americans compared to European Americans
Answer: A
Module 9.2
Rationale: After reviewing many similar studies that were reported since 1932, Flynn and other researchers
have estimated that the averages increase about 1 point every three years.
Diff: 1
Skill: Conceptual
Objective: Understand the puzzling “Flynn effect” –a generational rise in IQ scores.
606
7. Which of the following statements supports the theory that intelligence is determined in part by genes?
a. The correlation between IQ scores is stronger for fraternal twins than it is for identical twins.
b. Diet and lifestyle factors influence intelligence.
c. Offspring are more similar to their parents when they grow up with them as opposed to when children are raised
apart from their parents.
d. Identical twins separated by adoption still have highly correlated IQ scores.
Answer: D
Module 9.3
Rationale: Even when identical twins are adopted and raised apart, their intelligence scores are still
correlated at approximately .80—a very strong relationship.
Diff: 2
Skill: Conceptual
8. What do scientists know about gender differences on tests of visual-spatial abilities?

a. There are none.
b. Boys generally start out with an advantage but girls are the same by middle school.
c. Boys and girls are born with roughly equal abilities.
d. Girls start out with an advantage but by adolescence, boys tend to score better.
Answer: C
Module 9.3
Rationale: These differences are not always present; boys and girls are born with roughly equal spatial
abilities.
Diff: 3
Skill: Applied
Objective: Analyze the meaning of group level differences in intelligence scores.
9. Carlos, who is Hispanic, is asked to take an IQ test by a job placement company. As he sits down to take the test,
Carlos begins to think about how minorities in the United States, including Hispanics, are often viewed as less
intelligent than others. These thoughts cause Carlos to experience discomfort and anxiety during the test, which then
have a negative impact on his test result. Carlos’s dilemma is an example of what psychologists call _____.
a. the Flynn effect
b. covert discrimination
c. stereotype threat
d. confirmation bias
Answer: C
Module 9.3
Rationale: This is when people are aware of stereotypes about their social group, they may fear being reduced
to that stereotype.
Diff: 3
Skill: Applied
everyday life.
607
10. Raven’s Matrices were developed to improve on which issue with intelligence tests?
a. Cross-cultural barriers
b. Inconsistency of scores with retesting
c. The time needed to complete a test
d. Comparisons of old versus young people
Answer: A
Module 9.1
Rationale: This is an intelligence test that emphasizes problems that are intended not to be bound to a
particular language or culture.
Diff: 1
Skill: Factual
11. A psychologist wishes to use achievement test scores to identify students for a gifted and talented program.
Which percentile rank would be the most useful to her?
a. 10th and above
b. 20th and below
c. 90th and above
d. 80th and below
Answer: C
Module 9.1
Rationale: A score of 100 has a percentile rank of .50, meaning that 50% of the population scores below this
level.
Diff: 2
Skill: Applied
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
12. Which of the following statements is an argument for multiple intelligences?

a. Statistical analyses show that all varieties of intelligence tests are highly correlated with one another.
b. Most individuals who score high on verbal tests also score high on quantitative and performance tests.
c. Some individuals score high on verbal tests but very low on quantitative tests, and vice versa.
d. Some people would rather listen to a lecture than view a film because they are “auditory” learners.
Answer: C
Module 9.2
Rationale: Some people seem to be extremely intelligent with regard to some topics but average or below
average with regard to other topics.
Diff: 1
Skill: Factual
Objective: Know the key terminology related to understanding intelligence.
608
13. _______ refers to the steady population level increases in intelligence test scores over time.
a. Fluid intelligence
b. The Flynn effect
c. Predictive validity
d. The reliability effect
Answer: B
Module 9.1
Rationale: After reviewing many similar studies that were reported since 1932, Flynn and other researchers
have estimated that the averages increase about 1 point every three years.
Diff: 1
Skill: Conceptual
Objective: Understand the puzzling “Flynn effect” –a generational rise in IQ scores.
14. Which of the following is not part of the theory of successful intelligence?
a. Practical
b. Analytical
c. Kinesthetic
d. Creative
Answer: C
Module 9.2
Rationale: This is the ability to control body movements, to balance, and to sense how one’s body is situated.
Diff: 2
Skill: Applied
Objective: Apply your knowledge to identify examples from the theory of successful intelligence.
15. As a major exam approaches, a teacher who is hoping to reduce stereotype threat and promote an incremental
theory of intelligence would most likely:
a. remind test takers that males tend to do poorly on the problems.
b. remind students that they inherited their IQ from their parents.
c. cite research of a recent study showing that a particular gene is linked to IQ.
d. let students know that hard work is the best way to prepare for the exam.
Answer: D
Module 9.3
Rationale: For many Black students, lower scores and grades have resulted from stereotype threat and other
social influences rather than reflecting an innate lack of skill.
Diff: 3
Skill: Applied
609
Main Test Bank Krause and Corts
MAIN TEST BANK
Multiple Choice Items
Module 9.1: Measuring Aptitude and Intelligence

Know…
• the key terminology associated with intelligence and intelligence testing
Understand…
• the purpose of standardization and norms in intelligence testing
• the relationship between reliability and validity in testing
Apply…
• the concepts of test standardization and norms to make judgments about specific test
scores
Analyze…
• the use of brain size as an estimate of mental ability
• whether intelligence and aptitude tests make useful predictions about performance
1. Which of the following is the best psychological description for intelligence?
A) how creative a person is
B) how much a person knows
C) how well a person can understand, reason, and cognitively adapt to obstacles
D) how “street smart” a person is
Answer: C
Rationale: Intelligence is the ability to think, understand, reason, and cognitively adapt to and overcome
obstacles. Thus, intelligence reflects not just how much you know, but how you recognize and solve problems.
Diff: 2
Skill: Conceptual
APA SLO (2008): 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth
in selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
2. _______________ tests are designed to measure knowledge in a certain area. In contrast, _____________ tests
are designed to measure an individual’s potential to perform well on a specific range of tasks.
A) IQ; psychometric
B) Psychometric; IQ
C) Aptitude; achievement
D) Achievement; aptitude
Answer: D
Rationale: Achievement tests measure knowledge and thinking skills that an individual has acquired. In
contrast, aptitude tests are designed to measure an individual’s potential to perform well on a specific range
of tasks. In short, achievement tests measure current abilities and aptitude tests predict future performance.
Diff: 2
Skill: Conceptual
Objective: Know the key terminology associated with intelligence 1.2—Demonstrate knowledge and
understanding representing appropriate breadth and depth in selected content areas of psychology: theory and
research representing general domains, the history of psychology, relevant levels of analysis, the overarching
themes, and relevant ethical issues and intelligence testing.
610
3. When Sheila joins the Air Force, she is given a test to determine which specialty she is most likely to succeed in.
Although Sheila had hoped to be trained be an aircraft engineer, her test results suggest she would be a better radar
operator. This is an example of how ____________ tests are used.
A) intelligence
B) aptitude
C) Stanford-Binet
D) achievement
Answer: B
Rationale: Aptitude tests are designed to measure an individual’s potential to perform well on a specific
range of tasks. In contrast, Achievement tests measure knowledge and thinking skills that an individual has
acquired. Because the test in the example is being used to predict what specialty Shelia will perform best in,
the test is an aptitude test. There is no reason to believe that the test is designed to specifically assess Sheila’s
intelligence.
Diff: 2
Skill: Applied
everyday life.
4. The test you are taking right now is an example of

A) an intelligence test.
B) an aptitude test.
C) a culture-free test.
D) an achievement test.
Answer: D
Rationale: Achievement tests measure knowledge and thinking skills that an individual has acquired. In
contrast, aptitude tests are designed to measure an individual’s potential to perform well on a specific range
of tasks. Because this test is specifically designed to test what you have learned about the topics covered in
this class, it can be considered an achievement test.
Diff: 2
Skill: Applied
everyday life.
611
5. Most of the intelligence tests reviewed in your textbook test

A) aptitude, but not achievement.
B) achievement, but not aptitude.
C) neither achievement nor aptitude.
D) both achievement and aptitude.
Answer: D
Rationale: Most of the intelligence tests reviewed in the textbook test both knowledge and an individual’s
potential for future performance. Therefore, they measure both achievement and aptitude.
Diff: 3
Skill: Factual
APA SLO (2008): 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of psychology,
relevant levels of analysis, the overarching themes, and relevant ethical issues.
6. The measurement of psychological traits and abilities is referred to as

A) psychometrics.
B) standardized testing.
C) achievement testing.
D) percentile ranking.
Answer: A
Rationale: Psychometrics is an area of psychology that is concerned with the measurement of psychological
traits and abilities—including personality, attitudes, and intelligence.
Diff: 1
Skill: Factual
7. Which branch of psychology would be concerned with constructing valid and reliable intelligence tests?
A) anthropometrics
B) psychometrics
C) clinical psychology
D) standardized testing
Answer: B
Rationale: Psychometrics is an area of psychology, which is concerned with the measurement of psychological
traits and abilities—including personality, attitudes, and intelligence. Anthropometrics is an outdated term
that is not used to describe current psychological research.
Diff: 2
Skill: Conceptual
APA SLO (2013): 1.1b—Explain why psychology is a science with the primary objectives of describing,
understanding, predicting, and controlling behavior and mental processes
612
8. A test that is classified as a "valid" measure is one that

A) measures what it is intended to measure.
B) produces repeatable scores over time.
C) allows for comparison across groups of people.
D) produces both repeatable scores and measures what it is intended to measure.
Answer: A
Rationale: Validity is the degree to which a test actually measures the trait or ability it is intended to
measure. In contrast, reliability is the degree to which a test produces consistent results.
Diff: 2
Skill: Conceptual
Objective: Understand the relationship between reliability and validity in testing.
% correct 71 a= 71 b= 8 c= 3 d= 18 r = .33
9. A psychological test that measures what we intend it to measure is said to be

A) valid.
B) normed.
C) reliable.
D) standardized.
Answer: A
measure. In contrast, reliability is the degree to which a test produces consistent results.
Diff: 2
Skill: Conceptual
10. 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.
B) norms.
C) validity.
D) bias.
Answer: C
measure. Because there is no real relationship between floating and witchcraft, this test clearly lacks validity.
This does not necessarily imply that the test lacks reliability. For example, a person may float every time they
are tested, suggesting some degree of reliability.
Diff: 3
Skill: Applied
613
11. When a test has a high capacity to forecast future behaviors or outcomes, it might be described as having high
________ validity.
A) concurrent
B) predictive
C) future-oriented
D) construct
Answer: B
Rationale: Predictive validity is the degree to which a test predicts future performance.
Diff: 2
Skill: Conceptual
12. Psychological tests that yield relatively consistent results are said to be
A) valid.
B) normed.
C) reliable.
D) standardized.
Answer: C
Rationale: Reliability is the degree to which a test produces consistent results. In contrast, validity is the
degree to which a test actually measures the trait or ability it is intended to measure.
Diff: 2
Skill: Conceptual
% correct 87 a= 9 b= 0 c= 87 d= 5 r = .50
13. 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.
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.
D) it is culture-free.
Answer: A
Rationale: Reliability is the degree to which a test produces consistent results. In contrast, validity is the
degree to which a test actually measures the trait or ability it is intended to measure.
Diff: 2
Skill: Conceptual
614
14. Cameron is so surprised by his score on an intelligence test that he decides to take it again. His second score is
almost exactly the same as his first score. The test Cameron took appears to have high
A) predictive validity.
B) test-retest reliability.
C) standardization.
D) convolution.
Answer: B
Rationale: Test-retest reliability is the degree to which a test will produce the same result if it is taken a
second time.
Diff: 2
Skill: Applied
everyday life.
15.Miranda’s 8th grade teacher tells her that the class will be taking a standardized test next week. What does this
mean?
A) The test will be administered and scored the same way for everyone who takes it.
B) The results of the test will determine Kwan’s placement in the 9th grade.
C) The average grade for the class should be around 100 points.
D) The test will be designed to measure Kwan’s intelligence.
Answer: A
Rationale: A standardized test is a test that has a set of questions or problems that are administered and
scored in a uniform (in other words, standardized) way across large numbers of individuals. They can be
used for a variety of purposes.
Diff: 2
Skill: Applied
Objective: Understand the purpose of standardization and norms in intelligence testing.
everyday life.
16. Which of the following is a key advantage to using a standardized test?

A) The test can be tailored to individual test takers.
B) Test takers know what information they will be tested on before taking the test.
C) Standardization allows results to be compared across individuals.
D) There are no advantages to standardized tests.
Answer: C
scored in a uniform (in other words, standardized) way across large numbers of individuals. Standardization
allows for comparisons across individuals—a critical component of testing.
Diff: 2
Skill: Conceptual
615
17. Most intelligence scales use standardized testing. This is because standardization allows researchers to
A) determine how much of an individual’s intelligence is the result of heredity.
B) make comparisons across large groups of people.
C) avoid stereotype threat.
D) determine what makes each person unique.
Answer: B
scored in a uniform (in other words, standardized) way across large numbers of individuals. Standardization
allows for comparisons across individuals—a critical component of testing.
Diff: 2
Skill: conceptual
18. The average score on most IQ tests is

A) 15.
B) 100.
C) 150.
D) 500.
Answer: B
Rationale: For most intelligence tests, the norm or average score is 100.
Diff: 1
Skill: Factual
19. Francis has his intelligence tested and receives a score of 100. Given the norm for most intelligence tests,
Francis’ score is
A) extremely below average.
B) slightly below average.
C) average.
D) above average.
Answer: C
Rationale: For most intelligence tests, the norm or average score is 100.
Diff: 1
Skill: Applied
everyday life.
616
20. Misha receives a score of 115 on a standardized intelligence test. This indicates that Misha is _______ standard
deviations __________ average.
A) one; below
B) one; above
C) three; below.
D) three; above.
Answer: B
Rationale: For most intelligence tests, the norm or average score is 100, with a standard deviation of 15.
Therefore, a score of 115 is one standard deviation above the mean.
Diff: 2
Skill: Applied
everyday life.
21. A score on an intelligence test with a percentile rank of .30 indicates that
A) The score is two standard deviations above the mean.
B) The score is two standard deviations below the mean.
C) 30% of the population has lower scores.
D) 30% of the population has higher scores.
Answer: D
Rationale: Percentile rank— indicates the percentage of scores below a certain point. A percentile rank of .30
indicates that 30% of the population score below a given score.
Diff: 2
Skill: Conceptual
22. Because of the norms and the distribution of scores for most intelligence tests, a score of 100 usually has a
percentile rank of
A) 1.
B) .50.
C) .10.
D) .05.
Answer: B
Rationale: A score of 100 has a percentile rank of .50, meaning that 50% of the population scores below this
level.
Diff: 2
Skill: Factual
617
23. The National Football League (NFL) uses a cognitive aptitude test called the Wonderlic. The leaked Wonderlic
scores of several high profile players suggests that the test
A) may have low validity.
B) may have low reliability.
C) has high validity.
D) has high reliability.
Answer: A
Rationale: Both Terry Bradshaw and Dan Marino apparently had very low scores on the Wonderlic test,
calling into question whether the Wonderlic test is a valid predictor for performance. This does not imply
that the test is not reliable.
Diff: 2
Skill: Conceptual
Objective: Analyze whether intelligence and aptitude tests make useful predictions about performance.
24. Binet and Simon considered children behind in their schooling if their
A) mental age equals their chronological age.
B) mental age is lower than their chronological age.
C) mental age is higher than their chronological age.
D) mental age does not equal their chronological age.
Answer: B
Rationale: Binet and Simon used the concept of mental age, the average or typical test score for a specific
chronological age, to measure achievement. A child with a mental age lower than his or her actual
(chronological) age would be considered behind in his or her schooling.
Diff: 1
Skill: Conceptual
APA SLO (2013): 1.2c—Recognize major historical events, theoretical perspectives, and figures in psychology
and their link to trends in contemporary research.
25. Binet and Simon measured children using what new concept?
A) divergent thinking
B) mental set
C) mental age
D) creativity
Answer: C
chronological age, to measure academic achievement.
Diff: 1
Skill: Factual
618
26. Binet and Simon originally developed their famous test to

A) identify children who might have difficulty in school.
B) identify gifted children.
C) measure the intelligence of adults.
D) measure the intelligence of normal children.
Answer: A
Rationale: In 1904, the French government created the Commission on the Education of Retarded Children.
As part of this commission, Alfred Binet and Theodore Simon developed a method of assessing children’s
academic achievement at school, which was then used to identify students who would need extra assistance.
Diff: 3
Skill: Factual
APA SLO (2008): 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of psychology,
relevant levels of analysis, the overarching themes, and relevant ethical issues.
27. ________, a professor of psychology at Stanford University, revised Binet and Simon’s test so it could be used
with American school children.
A) William Stern
B) Lewis Terman
C) Henri Simon
D) David Wechsler
Answer: B
Rationale: Lewis Terman at Stanford University had the achievement test developed by Binet and Simon
translated to English and extended the test beyond school ages to include very high-achieving adults. This
modified test, published in 1916, was named the Stanford-Binet Intelligence Scale.
Diff: 2
Skill: Factual
% correct 50 a= 26 b= 50 c= 16 d= 8 r = .42
28. ________ devised a simple formula for calculating an index of intelligence, or intelligence quotient (IQ).
A) Theo Simon
B) William Stern
C) Franz Gall
D) Louis Thurstone
Answer: B
Rationale: William Stern developed the intelligence quotient (IQ)—a measurement in which the mental age of
an individual is divided by the person’s chronological age and then multiplied by 100.
Diff: 2
Skill: Factual
619
29. The formula which uses chronological age (CA) and mental age (MA) to calculate the intelligence quotient is:
A) MA ÷ CA × 100.
B) CA ÷ MA × 100.
C) (MA × CA) ÷ 100.
D) 100 ÷ (MA + CA).
Answer: A
Rationale: William Stern developed the intelligence quotient (IQ)—a measurement in which the mental age of
an individual is divided by the person’s chronological age and then multiplied by 100.
Diff: 2
Skill: Factual
30. Who has the highest IQ?

A) Clarissa, with a mental age of 9 and a chronological age of 9.
B) Matt, with a mental age of 9 and a chronological age of 10.
C) Cecilee, with a mental age of 9 and a chronological age of 7.
D) Morgan, with a mental age of 7 and a chronological age of 7.
Answer: C
Rationale: The original formula for calculating the intelligence quotient (IQ) was mental age ÷ chronological
age × 100. Because Cecilee is the only one whose mental age is greater than their chronological age, she is the
only one with an IQ greater than 100.
Diff: 2
Skill: Conceptual
31. Twelve-year-old Arnold received an IQ test score of 75. Using the original definition for IQ, what is his mental
age?
A) 9
B) 10
C) 5
D) 7
Answer: A
age × 100. Using this equation, a 12-year-old would have an IQ of 75 if his mental age was 9, (9 ÷ 12) = 0.75;
0.75 × 100 = 75.
Diff: 3
Skill: Applied
everyday life.
620
32. What is the IQ of a 10-year-old with a mental age of 8?

A) 125
B) 80
C) 1.25
D) 0.8
Answer: B
age × 100. Using this equation, a 10-year-old with a mental age of 8 would have an IQ of 80, (8 ÷ 10) = 0.8; 0.8
× 100 = 80.
Diff: 2
Skill: Applied
everyday life.
33. Based on IQ score as described by Stern, a student with an IQ score of 120 is likely to answer IQ test questions
like someone who is age _____, even though the student is _____.
A) 10; 12
B) 12; 11
C) 10; 8
D) 12; 10
Answer: D
age × 100. Using this equation, a 10-year-old with a mental age of 12 would have an IQ of 120, (12 ÷ 10) = 1.2;
1.2 × 100 = 120.
Diff: 3
Skill: Applied
everyday life.
34. One of the odd twists in the history of psychology is that Binet and Simon’s test started out as a way to
measure____________, but was adapted by others into a measure of ________________.
A) academic achievement; innate intelligence
B) innate intelligence; academic achievement
C) chronological age; mental age
D) mental age; chronological age
Answer: A
Rationale: Binet had viewed his original test as a measure of achievement, not as a measure of an innate
capacity. Nonetheless, the Stanford-Binet test, an adapted version of the original test, quickly came to be used
as a measure of innate intelligence.
Diff: 2
Skill: Factual
621
35. What is the most commonly used intelligence for testing adolescents and adults?
A) Standford-Binet
B) Wechsler Adult Intelligence Scale (WAIS)
C) Binet-Simon
D) Raven’s Progressive Matrices
Answer: B
Rationale: The Wechsler Adult Intelligence Scale (WAIS) is the most commonly used intelligence test used on
adolescents and adults.
Diff: 2
Skill: Factual
36. The Wechsler Adult Intelligence Scale provides a Full Scale IQ measurement, but also breaks intelligence into
which two indices?
A) General Ability and Cognitive Proficiency
B) Emotional Intelligence and Academic Intelligence
C) Visual and Auditory
D) Achievement and Aptitude
Answer: A
Rationale: The WAIS provides a single IQ score for each test taker—the Full Scale IQ—but also breaks
intelligence into a General Ability Index (GAI) and a Cognitive Proficiency Index (CPI).
Diff: 3
Skill: Factual
37. Sam and Julie each scored 110 on the WAIS. Based on their scores, which is true?
A) If Sam scored high in math, then Julie scored high in math.
B) If Sam scored high in comprehension, then Julie scored high in comprehension.
C) Two people with the same IQ score could have very different abilities.
D) Two people with the same IQ score should have the same abilities.
Answer: C
Rationale: The Full Scale IQ score for the Wechsler Adult Intelligence Scale (WAIS) is computed from
several indexes, which each measure different aspects of intelligence. Therefore, it is entirely possible that two
people with the same Full Scale IQ have different scores on the various indexes.
Diff: 2
Skill: Applied
everyday life.
622
38. Zoe wants to test the IQ of a group of ESL students who do not speak any English. What test might you
recommend to her?
A) Stanford-Binet
B) Raven’s Progressive Matrices
C) WAIS
D) Binet-Simon
Answer: B
Rationale: Raven’s Progressive Matrices is an intelligence test that emphasizes problems that are intended
not to be bound to a particular language or culture. The other tests listed require knowledge of the test
developer’s language and culture to varying degrees.
Diff: 2
Skill: Applied
everyday life.
39. Which of the following kinds of items would most likely be found on a culture-free IQ test?
A) visual pattern completion
B) sentence completion
C) vocabulary recognition
D) general information
Answer: A
Rationale: Culture-free tests attempt to measure intelligence in a way that is independent of culture and
language. Test items that involve visual patterns and pictures are commonly used in culture-free tests, such
as Raven’s Progressive Matrices.
Diff: 2
Skill: Conceptual
behavior and mental processes. 2.5a Relate examples of how a researcher’s value system, sociocultural
characteristics, and historical context influence the development of scientific inquiry on psychological questions.
40. What is a dominant characteristic of culture-free IQ tests?

A) Minimal verbal skills are required.
B) They feature a large number of items pertaining to the test taker’s culture.
C) They offer a large percentage of math-based questions to reduce the strain on language.
D) They are always administered orally.
Answer: A
Rationale: Culture-free tests attempt to measure intelligence in a way that is independent of culture and
language. This means that culture-free tests tend to rely on minimal verbal skills.
Diff: 2
Skill: Conceptual
behavior and mental processes. 2.5a Relate examples of how a researcher’s value system, sociocultural
characteristics, and historical context influence the development of scientific inquiry on psychological questions.
623
41. The cousin of Charles Darwin who suggested that the unusual eminence of his own family was due to genetic
gifts was
A) Alfred Binet.
B) James Cattell.
C) Henri Simon.
D) Sir Francis Galton.
Answer: D
Rationale: Sir Francis Galton used heredity to explain the eminence of his family, which included notable
scholars such as his cousin, Charles Darwin.
Diff: 2
Skill: Factual
42. Which of the following is representative of Sir Francis Galton's perspective on intelligence?
A) Galton believed that intelligence was determined 50% by environment and 50% by genes.
B) Galton placed a lot of stock in heredity and believed that genes significantly influenced intelligence.
C) Galton was an environmentalist and believed that social factors significantly influenced intelligence.
D) Galton believed that intelligence was a trait that changed significantly over time.
Answer: B
Rationale: Sir Francis Galton believed that intelligence was inherited, and was not determined by
environmental factors. Because Galton believed that intelligence was not the result of factors such as practice
and experience, he believed that it was a very stable trait.
Diff: 3
Skill: Conceptual
% correct 67 a= 15 b= 67 c= 18 d= 0 r = .57
% correct 56 a= 20 b= 56 c= 21 d= 3 r = .48
43. Which researcher tried to measure intelligence by using perceptual tests?

A) Alfred Binet
B) Theodore Simon
C) Sir Francis Galton
D) Charles Spearman
Answer: C
Rationale: Sir Francis Galton became one of the first to try to scientifically measure intelligence through a
program of research he called anthropometrics. Specifically, he presented a series of perceptual tests to
hundreds of people.
Diff: 3
Skill: Factual
624
44. According to your textbook, researchers have found a strong positive relationship between intelligence and
________________, although the nature of this relationship remains unclear.
A) working memory capacity
B) visual acuity
C) typing speed
D) schizophrenia
Answer: A
Rationale: Researchers have found high correlations between working memory capacity and standardized
reasoning tests. However, despite a great deal of overlap in working memory scores and other measures of
intelligence, debate persists about exactly how strong this relationship is and why it exists.
Diff: 2
Skill: Factual
45. Which of the following is true about the relationship between the brain and intelligence scores?
A) Brain size, but not the degree of convolution, is correlated with intelligence scores.
B) The degree of convolution, but not brain size, is correlated with intelligence scores.
C) Both the size and degree of convolution of the cortex are correlated with intelligence scores.
D) Neither the size, nor the degree of convolution of the cortex, are correlated with intelligence scores.
Answer: C
Rationale: The size of the cortex and increased convolutions (gyri) are associated with higher intelligence
scores.
Diff: 2
Skill: Factual
46. Which of the following was true about the brain of Albert Einstein?
A) It was heavier than the average human brain.
B) It was smaller and lighter than the average human brain.
C) Its weight was average for a human brain.
D) It was never studied.
Answer: B
Rationale: The average human brain is between 1,300 and 1,400 grams. Einstein’s brain measured 1,230
grams.
Diff: 2
Skill: Factual
625
47. Which of the following best describes the relationship between a person’s brain size, and his or her intelligence?
A) There is no relationship between brain size and intelligence.
B) Brain size is correlated with intelligence, but the relationship is complicated and poorly understood.
C) Large brain size is a consistent predictor of high intellectual ability.
D) Small brain size is a consistent predictor of high intellectual ability.
Answer: B
Rationale: While brain size is moderately correlated with intelligence, other factors may account for
individual differences.
Diff: 1
Skill: Conceptual
Module 9.2: Understanding Intelligence

Know…
• the key terminology related to understanding intelligence
Understand…
• why intelligence is divided into fluid and crystallized types
• the puzzling “Flynn effect”—a generational rise in IQ scores
Apply…
• your knowledge to identify examples from the theory of successful intelligence
Analyze…
• whether teachers should spend time tailoring lessons to each individual student’s
learning style
48. Who was the inventor of statistical technique called factor analysis, a method that compares results of different
correlational measures to identify patterns, or “factors,” among them?
A) Alfred Binet
B) Henri Simon
C) Sir Francis Galton
D) Charles Spearman
Answer: D
Rationale: Charles Spearman developed techniques to calculate correlations among multiple measures of
mental abilities. One of these techniques, known as factor analysis, is a statistical technique that reveals
similarities among a wide variety of items.
Diff: 2
Skill: Factual
% correct 45 a= 5 b= 13 c= 37 d= 45 r = .32
626
49. Who would have supported the notion that intelligence resulted from a single ability and could be represented by
a single test score?
A) Gardner
B) Spearman
C) Sternberg
D) Thurstone
Answer: B
Rationale: Charles Spearman hypothesized the existence of a general intelligence (g), which could be
represented by a single test score. In contrast, many other researchers have suggested the existence of
separate or multiple intelligences.
Diff: 3
Skill: Conceptual
50. According to Spearman, it is one's ________ intelligence that produces the positive correlations found between
math, reading scores, and visual perception tests.
A) general
B) emotional
C) crystallized
D) fluid
Answer: A
Rationale: Charles Spearman hypothesized the existence of a general intelligence (g).
Diff: 2
Skill: Conceptual
51. Ms. Bouvier is a first grade teacher. She has just given Chelsea a reading test. Chelsea scored very high in word
recognition, so Ms. Bouvier assumes she will score high on the rest of the test. It is clear that Ms. Bouvier believes
in the ____________ factor of intelligence.
A) g
B) s
C) a
D) r
Answer: A
Rationale: Charles Spearman hypothesized the existence of a general intelligence (abbreviated as “g”)—a
concept that intelligence is a basic cognitive trait comprising the ability to learn, reason, and solve problems
regardless of their nature. According to this concept, a person who was good at reading, would also be good
at a number of tasks, because they would all be determined by the same factor (i.e., g).
Diff: 2
Skill: Applied
everyday life.
627
52. Terence is a skilled musician, writer, computer programmer, and problem solver. The fact that Terence is good
at so many diverse activities supports the notion of _____________ intelligence.
A) modal
B) transferable
C) successful
D) general
Answer: D
Rationale: Charles Spearman hypothesized the existence of a general intelligence (abbreviated as “g”)—a
concept that intelligence is a basic cognitive trait comprising the ability to learn, reason, and solve problems
regardless of their nature. According to this concept, a person who was good at one cognitive task, would also
be good at a number of tasks, because they would all be determined by the same factor (i.e., g).
Diff: 2
Skill: Applied
everyday life.
53. Because Ken's history professor was a college student during the 1970s, he has extraordinary insight and
knowledge of facts concerning the Vietnam War era. This knowledge is associated with the term
A) crystallized intelligence.
B) fluid intelligence.
C) general intelligence.
D) multiple intelligence.
Answer: A
Rationale: Crystallized intelligence (Gc), is a form of intelligence that relies on extensive experience and
knowledge and, therefore, tends to be relatively stable and robust. In this example, the history professor’s
knowledge and insight into the Vietnam War era is a form of Gc. In contrast, fluid intelligence (Gf), is a type
of intelligence that is used to adapt to new situations and solve new problems without relying on previous
knowledge.
Diff: 3
Skill: Applied
Objective: Understand why intelligence is divided into fluid and crystallized types.
everyday life.
628
54. Brandon can name all 50 states and capitals. Which type of intelligence is he relying most on?
A) semantic
B) fluid
C) crystallized
D) static
Answer: C
knowledge and, therefore, tends to be relatively stable and robust. In contrast, fluid intelligence (Gf), is a type
of intelligence that is used to adapt to new situations and solve new problems without relying on previous
knowledge.
Diff: 2
Skill: Applied
everyday life.
55. Megan is very good at solving problems, even though she has had very little formal training. For example,
Megan was able to solve the difficult Rubik’s Cube puzzle the first time she tried. Megan clearly has a high degree
of ____________ intelligence.
A) semantic
B) fluid
C) crystallized
D) static
Answer: B
Rationale: Fluid intelligence (Gf), is a type of intelligence that is used to adapt to new situations and solve new
problems without relying on previous knowledge. In contrast, crystallized intelligence (Gc), is a form of
intelligence that relies on extensive experience and knowledge and, therefore, tends to be relatively stable and
robust.
Diff: 2
Skill: Applied
everyday life.
629
56. ____________ intelligence allows people to solve problems that they have not previously experienced, while
_____________ intelligence involves applying previous experience and knowledge to solving a problem.
A) Crystallized; fluid
B) Fluid; crystallized
C) Analytical; practical
D) Practical; Analytical
Answer: B
Rationale: Fluid intelligence (Gf), is a type of intelligence that is used to adapt to new situations and solve new
problems without relying on previous knowledge. In contrast, crystallized intelligence (Gc), is a form of
intelligence that relies on extensive experience and knowledge and, therefore, tends to be relatively stable and
robust.
Diff: 2
Skill: Conceptual
57. Vocabulary tests primarily measure ________________ intelligence.

A) crystallized
B) fluid
C) creative
D) existential
Answer: A
knowledge and, therefore, tends to be relatively stable and robust. Vocabulary tests measure Gc because they
test for prior knowledge (i.e., the meaning of words).
Diff: 3
Skill: Conceptual
58. It is generally the case that most great scientists have their ground-breaking ideas when they are in early to
middle adulthood, but rarely when they are older. What might explain this fact?
A) The brain shrinks with age.
B) General intelligence declines steeply after middle adulthood.
C) Fluid intelligence peaks in middle adulthood, and then declines in later life.
D) Crystallized intelligence peaks in middle adulthood, and then declines in later life.
Answer: C
Rationale: Crystallized intelligence tends to increase throughout life. Fluid intelligence peaks around early to
middle adulthood. Making ground breaking discoveries can require problem solving that requires new ways
of thinking, not just acquired knowledge, this is likely the reason scientific breakthroughs decline with age.
Diff: 3
Skill: Conceptual
630
59. Research indicates that ____________ intelligence peaks in early to middle adulthood and then begins declining.
A) crystallized
B) fluid
C) verbal
D) existential
Answer: B
Rationale: Fluid intelligence peaks around early to middle adulthood and then decline. In contrast,
crystallized intelligence tends not to decrease in healthy adults, and may even increase with experience.
Diff: 3
Skill: Conceptual
60. Which of the following typically happens to crystallized intelligence as healthy adults age?
A) Crystallized intelligence peaks at middle age and then declines.
B) Crystallized intelligence is slowly replaced by fluid intelligence.
C) Crystallized intelligence remains stable or increases with experience.
D) Crystallized intelligence steadily declines throughout the lifespan.
Answer: C
Diff: 3
Skill: Conceptual
61. Which of the following is a healthy older adult most likely to do as well—or even better than—a younger adult?
A) pattern recognition
B) a geometric puzzle
C) a vocabulary test
D) a timed problem solving task
Answer: C
Vocabulary tests primarily measure crystallized intelligence, whereas the other options involve fluid
intelligence.
Diff: 2
Skill: Conceptual
631
62. Which of the following is a younger adult most likely to do better than a healthy older adult?
A) naming the capitals of states.
B) solving a geometric puzzle.
C) defining vocabulary words
D) calculating the area of a circle from the length of the radius
Answer: B
Solving a geometric puzzle relies on fluid intelligence, whereas the other options rely primarily on crystallized
intelligence.
Diff: 2
Skill: Conceptual
63. Janet has IQ score that is much lower than average and has been diagnosed as having a form of autism. Despite
her disabilities, Janet can perform incredible feats of mental arithmetic, including finding the square root of five-
digit numbers without a calculator or paper and pencil! Janet would be classified as a
A) kinetic learner.
B) crystallized thinker.
C) fluid thinker.
D) savant.
Answer: D
Rationale: Savants are individuals with low mental capacity in most domains but extraordinary abilities in
other specific areas such as music, mathematics, or art.
Diff: 1
Skill: Applied
everyday life.
64. Which of the following does NOT support the idea of multiple intelligences?
A) Head injury can lead to the loss of one ability but not others.
B) People who score highly on intelligence tests often excel in a number of areas.
C) Intelligent people vary a great deal in terms of physical, social, and artistic skills.
D) Savants may have low mental capacities, but excel at specific abilities.
Answer: B
Rationale: The fact that high intelligence scores often predict a person will excel in a number of different
areas supports the concept of general intelligence, not multiple intelligences. All of the other options support
the existence of distinct intelligences.
Diff: 2
Skill: Conceptual
632
65. What three types of intelligence constitute Sternberg’s theory of successful intelligence?
A) global, intuitive, and special
B) general, global, and specific
C) mathematical, reasoning, and verbal
D) analytical, creative, and practical
Answer: D
Rationale: Robert Sternberg’s successful intelligence theory is a model of intelligence consisting of three
domains: analytical intelligence, practical intelligence, and creative intelligence.
Diff: 2
Skill: Factual
% correct 89 a= 3 b= 3 c= 5 d= 89 r = .36
66. According to Robert Sternberg, ____________ is the ability to come up with new ways of solving problems.
A) analytical intelligence
B) creative intelligence
C) practical intelligence
D) general intelligence
Answer: B
Rationale: According to Robert Sternberg’s successful intelligence theory, creative intelligence is the ability
to create new ideas to solve problems.
Diff: 2
Skill: Conceptual
67. According to Robert Sternberg, _______________ is best described as the ability to use information to address
real-world problems.
A) analytical intelligence
B) creative intelligence
C) practical intelligence
D) general intelligence
Answer: C
Rationale: According to Robert Sternberg’s successful intelligence theory, practical intelligence is the ability
to address real-world problems that are encountered in daily life, especially those that occur in an
individual’s specific work context and family life.
Diff: 2
Skill: Conceptual
633
68. According to Sternberg's theory, which statement is true?

A) Creative intelligence is similar to crystallized intelligence.
B) Practical intelligence involves our ability to use original thinking to solve problems.
C) Analytical intelligence is similar to Spearman's g factor of intelligence.
D) Practical intelligence is similar to Gardner's naturalistic intelligence.
Answer: C
Rationale: Analytical intelligence is the verbal, mathematical problem-solving type of intelligence that
probably comes to mind when we speak of intelligence. It is close to the concept of academic achievement and
the notion of intelligence as measured by g.
Diff: 3
Skill: Conceptual
69. According to Sternberg, ________ intelligence is akin to what most people think of when they think of the tern
intelligence.
A) analytical
B) creative
C) practical
D) fluid
Answer: A
Rationale: Analytical intelligence is the verbal, mathematical problem-solving type of intelligence that
probably comes to mind when we speak of intelligence. It is close to the concept of academic achievement and
the notion of intelligence as measured by g.
Diff: 2
Skill: Conceptual
634
70. Frank doesn't necessarily have a high IQ as measured on standardized intelligence tests, but he is well aware of
his strengths and weaknesses. He chooses jobs that suit his strengths and is particularly skilled at adapting to any
changes in his environment. Frank likely has high ________ intelligence as defined in the successful theory of
intelligence.
A) creative
B) analytical
C) experiential
D) practical
Answer: D
Rationale: According to Robert Sternberg’s theory of successful intelligence, practical intelligence is the
ability to address real-world problems that are encountered in daily life, especially those that occur in an
individual’s specific work context and family life. In this example, Frank’s ability to choose jobs that suit his
abilities and adapt to changes in his life indicates a high degree of practical intelligence.
Diff: 3
Skill: Applied
everyday life.
71. A theory of intelligence with eight components was postulated by

A) Gardner.
B) Spearman.
C) Sternberg.
D) Terman.
Answer: A
Rationale: Howard Gardner proposed the concept of multiple intelligences, a model claiming that eight
different forms of intelligence exist, each independent from the others.
Diff: 2
Skill: Factual
% correct 82 a= 82 b= 11 c= 8 d= 0 r = .23
635
72. Gardner and his associates are known for proposing

A) the generalized theory of intelligence.
B) the theory of successful intelligence.
C) the theory of multiple intelligences.
D) the theory of emotional intelligence.
Answer: C
Diff: 2
Skill: Factual
73. According to Gardner there are ________ types of intelligence.

A) two
B) four
C) six
D) eight
Answer: D
Diff: 2
Skill: Factual
74. Whose theory suggests that Tiger Woods’s ability to hit a golf ball might be considered a form of intelligence?
A) Spearman
B) Galton
C) Binet
D) Gardner
Answer: D
Rationale: Gardner’s theory of multiple intelligences holds that many different human abilities could be
considered forms of intelligence, including linguistic, interpersonal, and bodily-kinesthetic (as in Woods’s
case).
Diff: 2
Skill: Applied
everyday life.
% correct 58 a= 13 b= 21 c= 8 d= 58 r = .45
636
75. Which of these is one of Howard Gardner’s multiple intelligences?

A) poetic
B) digital
C) creative
D) naturalistic
Answer: D
Rationale: Naturalistic intelligence—the ability to recognize and identify processes in the natural world—is
one of Gardner’s eight intelligences. The other options are not.
Diff: 3
Skill: Factual
% correct 60 a= 9 b= 3 c= 29 d= 60 r = .48
76. Corrie is well liked by all her classmates. She has lots of friends and is always one of the first people chosen
whenever there are group projects. According to Gardner, at which type of intelligence does Corrie likely excel?
A) interpersonal
B) intrapersonal
C) naturalistic
D) visuospatial
Answer: A
Rationale: Interpersonal intelligence is the ability to detect another person’s emotional states, motives, and
thoughts. In contrast, intrapersonal (self) intelligence involves self-awareness; the ability to accurately judge
one’s own abilities, and identify one’s own emotions and motives. While both types of intelligences may
contribute to the fact that Corrie is well liked, interpersonal intelligence is likely to be the most important.
Diff: 3
Skill: Applied
everyday life.
77. Marcos, a geology professor, has always been fascinated by the study of fossils, shells, and rock formations.
According to Gardner, Marcos is strong in the area of ________ intelligence.
A) kinesthetic
B) naturalistic
C) visuospatial
D) logical
Answer: B
Rationale: According to Gardner’s concept of multiple intelligences, naturalistic intelligence is the ability to
recognize and identify processes in the natural world—plants, animals, and so on.
Diff: 2
Skill: Applied
everyday life.
637
78. Mrs. Evergreen is an elementary school teacher. She tries to match her teaching style to the way in which each
student seems to learn best. For example, she believes some of her students learn best when she illustrates ideas on
the board, while other students appear to learn best when they perform hands-on actives. Mrs. Evergreen likely
agrees with the existence of
A) general intelligence.
B) successful intelligence.
C) the Flynn effect.
D) learning styles.
Answer: D
Rationale: Learning styles are hypothetical ways in which individuals are fundamentally different in how
they best acquire information. The most common sets of learning styles include divisions such as visual,
auditory, reading/writing, and kinesthetic/tactile.
Diff: 2
Skill: Applied
Objective: Analyze whether teachers should spend time tailoring lessons to each individual student’s learning
style.
everyday life.
79. The hypothesis that individuals are fundamentally different in how they best acquire information is associated
with the concept of
A) learning styles.
B) successful intelligence.
C) the Flynn effect.
D) general intelligence.
Answer: A
Rationale: Learning styles are hypothetical ways in which individuals are fundamentally different in how
they best acquire information. The most common sets of learning styles include divisions such as visual,
auditory, reading/writing, and kinesthetic/tactile.
Diff: 1
Skill: Factual
style.
APA SLO (2008): 1.2—Demonstrate knowledge and understanding representing appropriate breadth and
depth in selected content areas of psychology: theory and research representing general domains, the history
of psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
638
80. Many studies have been done to investigate whether people learn better when the teaching method match a
specific learning style. What have these studies found?
A) All individuals are either visual or kinesthetic learners.
B) All individuals learn best when the teaching method is kinetic/tactile.
C) The studies failed to find evidence that individuals have specific learning styles.
D) The studies found evidence for at least four distinct learning styles.
Answer: C
Rationale: The idea that each individual has his or her own learning style might make intuitive sense, but
finding evidence to support it has proved difficult. In fact, dozens of studies have failed to show any benefit
for studying according to an individual’s learning style; this is true even in large-scale reviews analyzing
results of dozens of studies.
Diff: 2
Skill: Factual
style.
81. According to your textbook, how should teachers tailor their instruction styles to maximize learning?
A) Teachers should tailor their teaching to fit the material.
B) Teachers should tailor their teaching to match each individual student’s learning style.
C) Teachers should tailor their teaching to match the modal (i.e., most frequent) learning style found in their
classroom.
D) Teachers should tailor their teaching primarily towards reading/writing learners.
Answer: A
Rationale: Dozens of studies have failed to show any benefit for studying according to an individual’s
learning style; this is true even in large-scale reviews analyzing results of dozens of studies. As a result, it
would not make sense for teachers to tailor their instructional styles to fit individual students. Instead,
teachers should tailor their teaching to fit the material.
Diff: 2 Skill: Conceptual
style.
APA SLO (2008): 4.4—Apply psychological concepts, theories, and research findings as these relate to everyday
life.
82. The "Flynn effect" refers to

A) the finding that IQ scores have stayed over time.
B) the finding that IQ scores have steadily increased over time.
C) the finding that IQ scores have steadily decreased over time.
D) the finding that IQ scores are negatively correlated with education levels.
Answer: B
Rationale: The Flynn effect refers to the steady population level increases in intelligence test scores over time.
Diff: 1
Skill: Factual
Objective: Understand the puzzling “Flynn effect”—a generational rise in IQ scores.
% correct 84 a= 16 b= 84 c= 0 d= 0 r = .21
639
83. When researcher had the same individuals take an intelligence test that had been developed in 1978 and another
test that had been developed in 1947, they found that
A) they scored about 8 points higher on the newer test.
B) they scored about 8 points higher on the older test.
C) they scored about the same on both tests.
D) some individuals scored higher on the old test, and some scored higher on the newer test.
Answer: B
Rationale: When participants took both the newer and older tests, they scored higher on the older test.
Because each test was normed when it was developed so that a score of 100 was average, this suggests that
average performance on intelligence tests increased overtime.
Diff: 3
Skill: Factual
84. Henrietta’s grandfather used to be a psychologist in the 1950s. While going through is old papers, Henrietta
finds an old intelligence test that was tested and normed over fifty years earlier. Just for fun, Henrietta decides to
take the test, which gives her an IQ of 110. Which of the following is true?
A) She would probably receive a similar score from a more recent test.
B) The score is probably too high, because the average score on the test when it was normed is lower than it would
be today.
C) The score is probably too low, because the average score on the test when it was normed was lower than it would
be today.
D) The score is probably too high, because the average score on the test when it was normed was higher than it
would be today.
Answer: B
Rationale: When older intelligence tests are taken, individuals typically have higher IQs than they do on
modern tests. This is because the average score on these tests was lower when they were normed.
Diff: 3
Skill: Applied
everyday life.
640
85. IQs of Americans have gone up about ________ point(s) every three years in recent decades.
A) 1
B) 2
C) 3
D) 4
Answer: A
Rationale: After reviewing many studies that were reported between 1932 and 2007, James Flynn has
estimated that the averages increase about 1 point every 3 years.
Diff: 2
Skill: Factual
86. According to the Flynn effect, for at least several generations

A) the IQ scores of the children are higher than those of their parents.
B) the IQ scores of the children are lower than those of their parents.
C) the IQ scores of both children and parents have remained about the same.
D) there is no correlation between the IQ scores of children and their parents.
Answer: A
Rationale: The Flynn effect refers to the steady population level increases in intelligence test scores over time.
Diff: 2
Skill: Conceptual
87. Suppose a psychologist believes that people are on average actually smarter today then people a couple of
generations ago. Which of the following explanations is most likely to be cited for the rise in IQ scores?
A) easier intelligence tests
B) the use of culture-free tests
C) more experience taking tests
D) early childhood educational programs
Answer: D
Rationale: Factors such as improved nutrition, health care, and early childhood educational programs may
have increased the actual cognitive abilities of people compared to previous generations. The other
explanations given could explain the increase in intelligence test scores, but would not lead to an actual
increase in intelligence.
Diff: 1
Skill: Conceptual
641
88. According to your textbook, which of the following is true regarding the population level increases in
intelligence test scores over time?
A) The increase indicates that children today are actually smarter than their parents were.
B) The increase is due to the fact that people are better test takers, not that they are smarter.
C) The increase is an illusion created by the way intelligence tests are normed.
D) The reasons for the increase are unclear, but may reflect the increased ability to process information quickly.
Answer: D
Rationale: It is unclear whether the Flynn effect is due to an actual increase in intelligence or simply an
increase in test performance. One current theory suggests that exposure to technology has made recent
generations better at processing information quickly.
Diff: 2
Skill: Conceptual
Module 9.3: Heredity, Environment, and Intelligence

Know…
• the key terminology related to heredity, environment, and intelligence
Understand…
• different approaches to studying the genetic basis of intelligence
Apply…
• your knowledge of entity and incremental theories to understand your own beliefs
about intelligence
Analyze…
• claims that infant intelligence is increased by viewing educational television
programming
• the meaning of group level differences in intelligence scores
89. Which of the following is true regarding the study of the heritability of intelligence?
A) The study of intelligence and its heritability is only a few decades old.
B) The study of heritability has not changed very much over the last 50 years.
C) The study of intelligence and its heritability is over a hundred years old.
D) Modern research on the heredity focuses almost exclusively on ethnicity.
Answer: C
Rationale: Research on the heritability of intelligence goes back at least to Galton in the 1860s, although
recent scientific advances, such as the Human Genome Project have had a profound impact on the field.
Diff: 2
Skill: Factual
642
90. Plomin and Spinath describe behavioral genetics as a three-layered approach, which can be referred to as
A) genetics, genes, and genome.
B) brain, body, and mind.
C) translation, transcription, and expression.
D) cell, organ, organism.
Answer: A
Rationale: Plomin and Spinath describe behavioral genetics as a three-layered approach, with each layer
asking different, yet related questions. Each question corresponds to a different domain: genetics,
genes, and the genome.
Diff: 2
Skill: Factual
91. Which of the following is true concerning "twin study" research findings?
A) Identical twins and fraternal twins share similarly high IQ correlations.
B) Fraternal twins have more similar IQ scores than identical twins.
C) Identical twins have more similar IQ scores than fraternal twins.
D) Identical twins raised together have less similar scores than identical twins raised apart.
Answer: C
Rationale: Identical twins are more alike in intelligence than are fraternal twins. Specifically, identical twins’
intelligence scores have a correlation of approximately .85 when they are raised together, and approximately
.80 when raised apart.
Diff: 2
Skill: Factual
92. If intelligence is determined primarily by heredity, which pair should show the highest correlation between IQ
scores?
A) fraternal twins
B) identical twins
C) brothers and sisters
D) parents and children
Answer: B
Rationale: Identical twins both inherit the same genetic material. Therefore, if intelligence is primarily
determined by heredity, you would expect identical twins to have the highest correlation between IQ scores.
Diff: 1
Skill: Conceptual
643
93. In general, studies examining the correlations between intelligence scores for different family members indicate
that __________________ is the greatest determinant for shared intelligence.
A) education
B) shared experience
C) biological relatedness
D) shared environment
Answer: C
Rationale: While the contribution of environmental factors to intelligence is not insignificant, generally
speaking, the closer the biological relationship between people, the more similar their intelligence scores.
Diff: 1
Skill: Conceptual
Objective: Know the key terminology related to heredity, environment, and intelligence
94. The study of how specific genes interact with the environment to influence behavior is called
A) behavioral genomics.
B) anthropometrics.
C) psychometrics.
D) transgenics.
Answer: A
Rationale: Behavioral genomics is the study of how specific genes interact with the environment to influence
behavior. The focus of the behavioral genomic approach to intelligence is to identify genes that are related to
increases or decreases in certain types of learning and problem solving.
Diff: 1
Skill: Factual
95. Dr. Ming hypothesizes that a particular gene is involved in intelligence. He breeds a strain of mice that have had
this particular gene removed to see if they show an impaired ability to solve problems compared to mice that have
not had this gene removed. This is an example of a ______________ study.
A) transgenic
B) anthropometric
C) psychometric
D) gene knockout
Answer: D
Rationale: Gene knockout (KO) studies involve removing a specific gene thought to be involved in a trait
(such as intelligence) and testing the effects of removing the gene by comparing behavior of animals without
the gene with those that have it.
Diff: 1
Skill: Applied
everyday life.
644
96. _________________ involves breeding mice that have had a specific gene removed from their genome. In
contrast, _________________ involves inserting a new gene into an animal’s genome.
A) Transgenics; biomutation
B) Gene Knockout; transgenics
C) Biomutation; transgenics
D) X-inactivation; biomutation
Answer: B
the gene with those that have it. In contrast, transgenic animals have had a new gene inserted into their DNA.
Diff: 1
Skill: Conceptual
97. Which of the following is true regarding the relationship between nutrition and intelligence?
A) There is no correlation between intelligence and nutrition.
B) There is a relationship between intelligence and nutrition, but only when comparing children living in poverty
and those in affluent households.
C) Even when comparing children who come from affluent households, there is evidence for a relationship between
healthy eating and intelligence.
D) Intelligence is correlated with the number of calories consumed, but not the nutritional value of a child’s diet.
Answer: C
Rationale: According to a Spanish study, even among high-socioeconomic grade-school children, there is a
statistically significant relationship between nutrition and intelligence. This relationship holds even after
influences of gender and income are removed from the analysis. As for children who may not consume
balanced diets, there is even evidence that nutritional supplements can help overcome this factor.
Diff: 3
Skill: Factual
645
98. According to your textbook, a key factor in why growing up in a low-income family is associated with lower IQs
is likely
A) stress.
B) genetics.
C) a lack of interest in learning.
D) season of birth.
Answer: A
Rationale: Low-income households face higher stress levels on a day-to-day basis, and this stress can distract
children from school; in addition, the stress responses can negatively impact brain development.
Diff: 2
Skill: Conceptual
99. According to your textbook, what is the most likely explanation for why first-born children tend to have higher
IQ’s?
A) prenatal exposure to flu
B) they are the oldest sibling and tutor younger siblings
C) temperature during infancy
D) exposure to sunlight during infancy
Answer: B
Rationale: Children born during the first part of the calendar year have higher verbal and mathematical
aptitude, according to a number of sources. It appears that this is because children who are the oldest in their
class get the most out of school, perhaps because they are, on average, slightly more mature and prepared to
learn.
Diff: 2
Skill: Factual
APA SLO (2013): 2.5c—Describe how individual and sociocultural differences can influence the
applicability/generalizability of research findings.
100. Able, Bob, and Chris are brothers. Able was born in 1985, Baker in 1988, and Chris in 1990. Statistically
speaking, which sibling is slightly more likely to have the greatest IQ score?
A) Able
B) Bob
C) Chris
D) no one; they are all equally likely to have the greatest IQ score.
Answer: A
Rationale: Older siblings tend to score slightly higher on intelligence tests than younger siblings.
Diff: 2
Skill: Applied
everyday life.
646
101. What does the American Academy of Pediatrics recommend to parents about children watching television?
A) Infants should only watch special educational videos that stimulate brain development prior to the age of 2.
B) Children under the age of 2 should watch television for no more than 4 hours each day.
C) Children under the age of 2 should not watch television at all.
D) Children under the age of 10 should not watch television at all.
Answer: C
Rationale: The American Academy of Pediatrics, however, recommends that children younger than age 2
years do not watch television at all. However, television is not all bad. Its effects may be neutral or even
positive after age 3 or so, when children can understand more complex programs.
Diff: 2
Skill: Factual
Objective: Analyze claims that infant intelligence is increased by viewing educational television programming.
102. The American Academy of Pediatrics recommends that children younger than _________ old do not watch
television at all.
A) 6 months
B) 1 year
C) 2 years
D) 5 years
Answer: C
Rationale: The American Academy of Pediatrics, however, recommends that children younger than age 2
years do not watch television at all.
Diff: 3
Skill: Factual
103. Some companies sell special educational programs designed to be watched by infants. Which of the following
is true regarding these programs?
A) They significantly stimulate brain development.
B) They lower the age at which children first speak, but do not otherwise affect brain development.
C) They do not stimulate cognitive development, but are otherwise harmless.
D) They can actually slow down vocabulary and language development.
Answer: D
Rationale: The more time infants spend viewing educational television, the lower their verbal comprehension
and performance scores achieved when tested at age 6 or 7 years. Shows based mostly on pantomime or
simplified sing-along songs (rather than narrative) have also been negatively correlated with vocabulary
development between 6 months and 2½ years of age.
Diff: 2
Skill: Conceptual
647
104. When researchers compare the distribution of IQ scores for males to the one for females, which of the
following differences is most consistently found?
A) The mean score for the male distribution is greater than the one for the females.
B) The mean score for the female distribution is greater than the one for the males.
C) The variability among males is greater than it is among females.
D) The variability among females is greater than it is among males.
Answer: C
Rationale: There tends to be greater variability among male IQ scores than among women. This means that,
although both distributions have very similar means, there are more males with extremely high and low
scores.
Diff: 2
Skill: Factual
105. Which of the following is true about the distribution of intelligence test scores for men compared to the
distribution for women?
A) There are more men than women with extremely high and extremely low scores.
B) There are more women than men with extremely high and extremely low scores.
C) The mean intelligence test score for women is consistently higher than the mean for men.
D) The mean intelligence test score for men is consistently higher than the mean for women.
Answer: A
Rationale: There tends to be greater variability among male IQ scores than among women. This means that,
although both distributions have very similar means, there are more males with extremely high and low
scores.
Diff: 2
Skill: Factual
106. There is some evidence that women do better than average on tests of ______________, while men do better
than women on tests of_______________.
A) fluid intelligence; crystallized intelligence
B) crystallized intelligence; fluid intelligence
C) visual-spatial manipulation; verbal fluency
D) verbal fluency; visual-spatial manipulation
Answer: D
Rationale: Although it’s important not to over-generalize, average scores on verbal fluency tasks often tip in
the favor of females. Conversely, average scores on tests of visual-spatial manipulation ability tend to favor
males.
Diff: 2
Skill: Factual
648
107. Which of the following is an environmental explanation for differences between male and female cognitive
abilities?
A) differences in estrogen and testosterone levels
B) differences in social treatment
C) genes located on the x chromosome
D) genes located on the y chromosome
Answer: B
Rationale: Gender stereotypes and social differences in the way boys and girls are treated are possible
environmental explanations for gender differences in cognitive skills. The other options are genetic
(biological) explanations.
Diff: 1
Skill: Conceptual
108. Which of the following is an example of a verbal fluency task?

A) In 60 seconds, name as many words that start with the letter “G” that you can think of.
B) Matching a target figure to another figure from a similar set of figures.
C) The Tower of London test.
D) Solving problems by using advanced algorithms involving both letters and numbers.
Answer: D
Rationale: Verbal fluency tasks are those that require quick or fluent production of verbal responses that fit
particular criteria.
Diff: 2
Skill: Factual
109. Verbal and spatial ability sex differences in both men and women may be related to
A) genetic factors.
B) income.
C) heredity.
D) socialization.
Answer: D
Rationale: Gender stereotypes and social differences in the way boys and girls are treated are possible
environmental explanations for gender differences in cognitive skills. The other options are potential genetic
(biological) explanations.
Diff: 2
Skill: Factual
649
110. A teacher finds that African American students are scoring lower on certain geography tests than European
American and Asian American students. Which of the following would you recommend?
A) Provide students strategies to decrease physiological anxiety.
B) Encourage incremental theory beliefs.
C) Communicate to students that the test is not of their ability, but on how much they have learned.
D) All of the above.
Answer: D
Rationale: Stereotype threat leads to physiological anxiety, stereotype threat focuses students on how they are
performing on the test itself, rather than on what they have learned. Finally incremental theory encourages
belief in hard work being more important than innate ability..
Diff: 3
Skill: Applied
111. The difference between the intelligence scores of African Americans and Asian Americans has been estimated
to be as high as ___ points.
A) 5
B) 10
C) 15
D) 25
Answer: C
Rationale: The difference between African Americans and Asian Americans is quite large—approximately 15
points (one standard deviation).
Diff: 3
Skill: Factual
112. Your textbook argues that racial differences in intelligence test scores are likely due to
A) genetics.
B) culture.
C) motivation.
D) social class.
Answer: D
Rationale: Differences in social class, rather than genetic heritage, may actually be responsible for the
disparity in intelligence scores between different races and ethnicities.
Diff: 2
Skill: Conceptual
650
113. One of the difficulties with interpreting group-differences in intelligence, is that these studies are almost all
A) experimental.
B) correlational.
C) biased.
D) unfalsifiable.
Answer: B
Rationale: Group-differences research on intelligence is almost entirely correlational—it is just not possible
to conduct randomized experiments (e.g., randomly assigning someone to a certain socioeconomic class, for
example). Correlations do not provide evidence for cause-and-effect relationships. Therefore, we should not
assume that the genetic patterns that contribute to a particular race also account for differences in
intelligence.
Diff: 2
Skill: Conceptual
114. Regarding group racial differences in IQ scores, the authors of your textbook would agree with which
statement?
A) There are strong genetically based differences between ethnic and racial groups in the area of IQ test
performance.
B) Although differences between ethnic and racial groups on standardized IQ tests may be demonstrated, the more
likely factor in this difference is environmental.
C) The issue should not be studied because of its disruptive nature to society.
D) The cultural differences between races completely accounts for the differences in IQ scores.
Answer: B
Rationale: Differences in social class, rather than genetic heritage, may actually be responsible for the
disparity in intelligence scores between different races and ethnicities.
Diff: 2
Skill: Conceptual
651
115. Which of the following supports the idea that women and men are equally capable of pursuing careers in
science, technology, engineering, and mathematics?
A) Programs sponsored by education institutions to provide more opportunities to nurture female student interest in
the fields have led to equal gender distributions in behavioral and life sciences.
B) Programs sponsored by education institutions to provide more opportunities to nurture male student interest in
music have demonstrated male students prefer science anyway.
C) Women pursuing science degrees fail out at higher rates than their male counterparts.
D) Men are being denied opportunities to pursue science fields because women are clearly more suited for these
careers than are men.
Answer: A
Rationale: Various programs sponsored by educational institutions and scientific organizations have
provided more mentoring and enrichment opportunities, such as internships and summer research programs
for female students. These actions leveled gender distributions in many fields such as behavioral and life
sciences.
Diff: 2
Skill: Conceptual
APA SLO (2013): 1.3d—Predict how individual differences influence beliefs, values, and interactions with
others, including the potential for prejudicial and discriminatory behavior in oneself and others.
116. Assessing your own beliefs about intelligence, you would likely want to strive to change your beliefs so that
you viewed your intelligence as _________.
A) genetically based
B) incremental
C) entity
D) tied to race or sex
Answer: B
Rationale: In all, having an incremental view of intelligence is likely to be congruent with increased
performance on a variety of intelligence-based measures. Stereotype threat often makes it difficult to perform
to your full potential and biological explanations mean that there is relatively little room for improvement.
Diff: 2
Skill: Applied
652
117. People who hold an entity theory of intelligence believe

A) that a person’s intelligence is fixed and very difficult to change.
B) that a person’s intelligence is shaped by experience and effort.
C) that there is only one type of intelligence.
D) that there are multiple types of intelligences.
Answer: A
Rationale: Entity theory is the belief that intelligence is a fixed characteristic and relatively difficult (or
impossible) to change. In contrast, incremental theory is the belief that intelligence can be shaped by
experiences, practice, and effort.
Diff: 2
Skill: Factual
Objective: Apply your knowledge of entity and incremental theories to understand your own beliefs about
intelligence.
118. People who hold an incremental theory of intelligence believe

A) that a person’s intelligence is fixed and very difficult to change.
B) that a person’s intelligence is shaped by experience and effort.
C) that there is only one type of intelligence.
D) that there are multiple types of intelligences.
Answer: B
Rationale: Incremental theory is the belief that intelligence can be shaped by experiences, practice, and effort.
In contrast, entity theory is the belief that intelligence is a fixed characteristic and relatively difficult (or
impossible) to change.
Diff: 2
Skill: Factual
intelligence.
119. People who hold an incremental theory of intelligence tend to ______________ when faced with challenging
academic problems.
A) give up
B) cheat
C) feel hopeless
D) be resilient
Answer: D
Rationale: People who hold entity theories are more likely to give up when confronted with a challenging
academic problem, whereas those who hold an incremental view are more likely to be resilient and persevere.
Diff: 2
Skill: Factual
intelligence.
653
120. Tang believes that everyone is born with a certain amount of intelligence that cannot change. When he is
confronted with a difficult problem in math class that he cannot solve right away, he is likely to
A) give up.
B) ask a “smart” student for guidance.
C) ask the teacher for guidance.
D) keep trying
Answer: A
Rationale: People who believe intelligence is fixed (entity theory) are more likely to give up when confronted
with a challenging academic problem, whereas those who hold an incremental view are more likely to be
resilient and persevere.
Diff: 2
Skill: Applied
intelligence.
everyday life.
121. Which of the following is true about incremental theories?

A) Children who hold incremental views tend to give up when confronted with difficult problems in school.
B) Children who hold incremental theories view their intelligence as something that cannot be changed.
C) Children who hold incremental theories tend to do poorly academically compared to those who hold entity
theories.
D) Children can be taught incremental views.
Answer: D
Rationale: Dweck and her colleagues found that junior high students could be taught incremental views. This
resulted in higher grades compared to controls.
Diff: 2
Skill: Factual
intelligence.
654
122. When Dweck and her colleagues taught _____________ views to a group of junior high students, they found
that the group’s grades _____________.
A) entity; improved
B) entity; worsened
C) incremental; improved
D) incremental; worsened
Answer: C
Rationale: Dweck and her colleagues found that junior high students could be taught incremental views. This
resulted in higher grades, whereas the control group’s grades actually declined.
Diff: 2
Skill: Factual
intelligence.
123. Stereotype threat refers to

A) poor performance on IQ tests by minorities.
B) the fear that poor performance on an IQ test will confirm minority stereotypes.
C) threats against minorities if they perform well on an IQ test.
D) the stereotype that minorities are less intelligent than others.
Answer: B
Rationale: Stereotype threat occurs when people who are aware of stereotypes about their social group may
fear being reduced to that stereotype. The anxiety and distraction from stereotype threat can often impair
performance.
Diff: 3
Skill: Conceptual
Objective: Know the key terminology related to heredity, environment, and intelligence.
124. Dis-identification can occur when

A) children begin to think of themselves as “dumb” when they do poorly on tests.
B) women who are good at math feel that they do not fit the female stereotype.
C) people feel that they are being discriminated against because of racial or gender stereotypes.
D) children begin to believe that intelligence can change over time.
Answer: A
Rationale: When, for various reasons not related to intelligence, children do poorly in school, this can become
incorporated into their self-concept, a process called dis-identification.
Diff: 3
Skill: Conceptual
655
125. Carmen is taking an advanced math test and she feels a burden of doubt because she knows the negative
stereotypes about women’s abilities in mathematics. This feeling has been labeled
A) test anxiety.
B) gender dissonance.
C) gender bias.
D) stereotype threat.
Answer: D
performance.
Diff: 2
Skill: Applied
everyday life.
126. As an African American, Sanyu is aware of the negative stereotypes regarding racial differences in intelligence.
If he experiences stereotype threat while taking an intelligence test, it is likely that
A) Sanyu’s self-conscious awareness of the stereotype may worsen his test performance.
B) Sanyu’s test score will be unaffected but he will feel uncomfortable throughout the test.
C) Sanyu’s awareness of the stereotype will motivate him to excel on the test.
D) Sanyu will return the test to the administrator completely blank.
Answer: A
performance.
Diff: 2
Skill: Applied
everyday life.
656
127. Taylor is the only girl on her baseball team. Today she will be playing in the championship game and is
worried that she will “choke” (not be able to play as well as she usually does) because she was told that girls always
“choke” in the big games. What concept is being represented?
A) between-group heritability
B) confirmation bias
C) stereotype threat
D) test bias
Answer: C
performance.
Diff: 2
Skill: Applied
everyday life.
Fill in the Blank Items

1. Most intelligence tests are normed so that the average (mean) IQ is ___________, with a standard deviation of
___________.
Answer: 100; 15
Rationale: Using a statistical technique, the scores for intelligence tests are typically adjusted so that the
average and standard deviation are 100 and 15, respectively.
Diff: 2
Skill: Factual
2. Marcus is only 8 years old. However, his score on the Stanford-Binet test is the same as the average 10 year old.
Therefore, Marcus’ ______________ is 10.
Answer: mental age
chronological age, to measure achievement. A child with a mental age lower than his or her actual
(chronological) age would be considered behind in his or her schooling.
Diff: 1
Skill: Applied
everyday life.
657
3. Charles Spearman used the letter g as an abbreviation for ___________________.

Answer: general intelligence
Rationale: Charles Spearman hypothesized the existence of a general intelligence (g), which could be
represented by a single test score.
Diff: 1
Skill: Factual
4. In healthy adults, _________________ does not decline very much in later adulthood, and may even increase.
Answer: crystallized intelligence.
knowledge and, therefore, tends to be relatively stable and robust. Healthy, older adults generally do not
show much decline in Gc, in fact, some evidence indicates that Gc may increase with age.
Diff: 2
Skill: Factual
5. Analytical, creative, and practical intelligence constitute Sternberg’s theory of ______________ intelligence.
Answer: successful
Rationale: Robert Sternberg’s theory of successful intelligence is a model of intelligence consisting of three
domains: analytical intelligence, practical intelligence, and creative intelligence.
Diff: 2
Skill: Factual
6. One way to determine how specific genes influence behavior is to breed mice that have had the gene removed
from their genome. A research project using this technique is referred to as a _________________ study.
Answer: gene knockout
the gene with those that have it.
Diff: 2
Skill: Conceptual
658
7. Some research suggests that gender differences in verbal fluency and visual-spatial cognitive ability are due to
___________________.
Answer: environmental experiences.
Rationale: Socialization could hinder girls’ growth in spatial skills and similar processes might contribute to
girls’ advantage in verbal tasks.
Diff: 2
Skill: Factual
8. According to the authors of your textbook, ______________ bias can lead researchers to interpret correlational
data in a way that supports their preexisting beliefs.
Answer: confirmation
Rationale: Correlations often support a reasoning error known as the confirmation bias: If you believe
something is true, then you are likely to interpret a correlation in a way that supports your conviction.
Diff: 2
Skill: Conceptual
9. Children who hold a(n) _____________ theory of intelligence are more likely to give up in the face of highly
challenging problems, than other children.
Answer: entity
Rationale: Dweck and her colleagues found that those students who held entity theories were more likely to
give up in the face of highly challenging problems, and they were likely to withdraw from situations that
resulted in failure. These individuals believe that successful people were born that way, so they do not see the
point in continuing to work at difficult problems.
Diff: 2
Skill: Conceptual
intelligence.
659
10. Oscar is an African American, and is aware of the fact that, on average, African Americans score lower on
aptitude tests compared to European Americans. While taking an aptitude test, Oscar spends so much time worrying
about this fact, that he has trouble concentrating on the test itself. It is likely that ______________ will cause Oscar
to underperform on the test.
Answer: stereotype threat
performance.
Diff: 3
Skill: Applied
everyday life.
True-False Questions
1. Achievement tests and aptitude tests measure the same construct.
Answer: False
Rationale: Achievement tests measure current abilities and aptitude tests predict future performance.
2. Alfred Binet designed his famous test to measure innate intelligence.

Answer: False
Rationale: Binet’s intention was to design an academic achievement test, not a test of innate capacity.
3. A 10 year old child with a mental age of 9 would have an IQ of 90.

Answer: True
Rationale: Using the original formula, IQ equals the mental age of an individual divided by the person’s
chronological age and then multiplied by 100. In this example, 9/10 × 100 = 90.
4. The Wechsler Adult Intelligence Scale (WAIS) is the most commonly used intelligence test used on adolescents
and adults.
Answer: True
Rationale: The Wechsler Adult Intelligence Scale (WAIS) is the most commonly administered test used on
adolescents and adults.
5. Encephalization quotients are a better indicator of intelligence than brain size.

Answer: True
Rationale: Among mammals in particular, researchers find that the encephalization quotient—a formula
calculating brain size relative to overall body size—is often a better indicator of intelligence than brain
size/weight.
6. Crystallized intelligence is used to solve problems without relying on previous knowledge.

Answer: False
Rationale: Crystallized intelligence (Gc) is a form of intelligence that relies on extensive experience and
knowledge.
7. Scientists agree that a general intelligence underlies the specific abilities and talents measured by intelligence
tests.
Answer: False
Rationale: There is an ongoing debate about whether a general intelligence exists, or whether there are
multiple types of intelligences.
660
8. There is little scientific support for the idea that individuals have distinct learning styles.
Answer: True
learning style.
9. The birth order effect on intelligence test scores is likely due to genetic factors.
Answer: False
Rationale: It is unlikely that the birth order effect is due to genetic factors, but rather older siblings teaching
younger siblings may provide an IQ advantage unavailable to younger siblings.
10. Since there is a cultural stereotype in the United States that women are not good at math, most women do
especially well on math tests in order to prove the stereotype wrong.
Answer: False
Rationale: Knowledge of stereotypes about a person’s group often leads to stereotype threat, which in turn
can impair test performance.
Essay Questions
1. Alfred Binet’s insight regarding a method of measuring achievement had an international impact in the twentieth
century. What was the original purpose of his test and how did he quantify (measure) achievement? What scoring
system did later researchers base on Binet’s method, and how was it originally calculated?
Answer: A good answer will include the following key points.
 The purpose of Binet’s test was to determine which children were slow learners so that they could be
given remedial work and brought up to the average.
 A child’s score on the test allowed him to calculate the child’s mental age (i.e., the average age associated
with that score) and compare it to the child’s chronological age.
 Later researchers used Binet’s concept of mental age to calculate an intelligence quotient (IQ) score for
individuals.
 Originally, IQs were calculated by dividing a child’s mental age by his or her chronological age and then
multiplying by 100.
2. Some researchers have used factor analysis to support the idea that there are multiple types of intelligences.
Explain why evidence from head injuries, the existence of savants, and most people’s everyday experiences with
those around them also support the theory of multiple intelligences.
 An individual may experience a head injury or stroke and lose one ability (such as language production)
without any loss in other aspects of intelligence.
 Savants are individuals with low mental capacity in most domains but extraordinary abilities in other
specific areas such as music, mathematics, or art. If intelligence was a single ability, then we would not
expect such brilliance in one area and impaired functioning in others.
 Most people know individuals that excel in some cognitive abilities, but do poorly on some specific tasks.
3. One well-known theory of intelligence, the successful intelligence theory proposed by Robert Sternberg,
distinguishes three different aspects of intelligence. Explain each of these aspects and provide an example of each.
Answer: A good answer will include the following key points. Example will vary.
 Analytical intelligence—the verbal, mathematical problem-solving type of intelligence that is closest to
traditional notions of intelligence. Example: being able to solve a pattern matching test.
 Practical intelligence—the ability to address real-world problems that are encountered in daily life,
especially those that occur in an individual’s specific work context and family life. Example: being able to
complete projects successfully and on time.
 Creative intelligence—the ability to create new ideas to solve problems. Example: being able to find a
creative solution to a unique problem.
661
4. Suppose you identify a gene that may be involved in intelligence. Describe two different techniques using mice
that might be used to determine the specific effect of this gene on cognitive ability. If the gene really is important for
specific cognitive abilities, how would each technique demonstrate this?
 In Gene knockout (KO) studies, researchers breed mice with a specific gene is removed.
 These mice are then tested and compared to those who still have the gene.
 If the gene is a factor in cognitive ability, then the KO mice would be expected to perform worse than the
normal mice at one or more cognitive tests.
 Another approach is to create transgenic mice that have had a gene added to their DNA.
 If the transgenic mice perform better than normal mice at one or more cognitive tasks, it suggests that the
gene is involved in intelligence.
5. One reason individuals from certain populations underperform on aptitude tests is stereotype threat. Explain what
stereotype threat is and then describe three different ways it can lower test scores.
 Stereotype threat occurs when people are aware of stereotypes about their social group, and fear being
reduced to that stereotype.
 Stereotype threat can lead to physiological anxiety, which impairs test performance.
 It can also cause individuals to focus more on how they are performing than on the test itself.
 Finally, individuals try to ignore negative thoughts about their performance, which can use up working
memory, leaving fewer cognitive resources for actually answering test questions.
662
REVEL Questions Krause and Corts
REVEL QUESTIONS
1. A test designed to measure the degree to which knowledge has been learned would be referred to as a(n) ______
test.
a. matrices
b. achievement
c. aptitude
d. normative
Answer: B
Module 9.1
Rationale: On a small scale, the quizzes and tests you take in your college courses are these tests.
Diff: 1
Skill: Factual
2. Because of norms in intelligence testing, psychologists are able to:

a. evaluate an intelligence test to determine if it is reliable.
b. evaluate an intelligence test to determine if it is valid.
c. understand why there are learning disabilities.
d. evaluate individuals relative to a typical or standard score on an intelligence test.
Answer: D
Module 9.1
Rationale: Some of the most widely used intelligence tests have a norm or average score of 100.
Diff: 2
Skill: Conceptual
3. Jan has developed a software package to measure intelligence through images rather than verbal skills. Initial
testing shows that when the same volunteers took the test multiple times, their scores would vary by up to 40%. It is
difficult to know which score to believe. Therefore, Jan knew he had to work on improving the test’s _____.
a. standardization
b. norms
c. reliability
d. mental age
Answer: C
Module 9.1
Rationale: In the same way that you depend on a reliable car to always start, a psychologist should be able to
depend on a reliable test to produce consistent scores.
Diff: 1
Skill: Conceptual
663
4. Yuri received a score of 115 on his IQ test and as a result is a part of the 84th percentile. In terms of his score
compared to the population, this result means that:
a. 84% of the population’s scores are lower than Yuri’s score.
b. 84% of the population’s scores are higher than Yuri’s score.
c. 16% of the population’s scores are equivalent to Yuri’s score.
d. 84% of the population’s scores are equivalent to Yuri’s score.
Answer: A
Module 9.1
Rationale: This is the percentage of scores below a certain point.
Diff: 2
Skill: Applied
5. Which of the following statements best summarizes the relationship between brain size and intelligence?
a. Brain size is a perfect predictor of intelligence-the larger the brain, the greater the intelligence.
b. There is no relationship between brain size and intelligence whatsoever.
c. Brain size and intelligence are related only in Caucasian people.
d. There are modest correlations between brain size, convolutions of the cortex, and intelligence.
Answer: D
Module 9.1
Rationale: This gray surface varies in thickness from person to person, and the thickness of the cortex is
highly associated with general intelligence.
Diff: 2
Skill: Applied
6. What is factor analysis?

a. A method of ranking individuals by their intelligence
b. A statistical procedure that is used to identify which sets of psychological measures are highly correlated with
each other
c. The technique of choice for testing fluid intelligence
d. The technique of choice for testing crystallized intelligence
Answer: B
Module 9.2
Rationale: Individuals’ scores from different measures of vocabulary, reading comprehension, and verbal
reasoning might correlate enough to reveal an underlying “language ability” factor.
Diff: 1
Skill: Factual
664
7. Which of the following is a reason for classifying intelligence into both fluid and crystallized forms?
a. The two types of intelligence change differently over the lifespan.
b. To account for both verbal abilities and physical abilities.
c. Intelligence tests are difficult to score if problems are not divided into categories.
d. Each individual has their own specialized way of learning.
Answer: C
Module 9.2
Rationale: The tasks that measure each type of intelligence are very different from each other, and age affects
how well people do on them.
Diff: 2
Skill: Conceptual
8. Which of the following is a more likely explanation of the Flynn effect?

a. Better nutrition
b. Practice effects of taking intelligence tests
c. Improvements in the gene pool
d. Exposure to technology
Answer: D
Module 9.2
Rationale: This is supported by the observation that the lowest scores have not been nearly so far below
average in recent decades suggests test scores are rising simply because people now have more experience
taking tests.
Diff: 2
Skill: Conceptual
9. Hussein is a small business owner. He was a C- student in school and does not generally think of himself as very
“smart.” Nonetheless, Hussein does an excellent job of running his business and dealing intelligently with real-world
problems when they arise. According to the theory of successful intelligence, which type of intelligence is Hussein
demonstrating?
a. creative
b. analytical
c. crystallized
d. practical
Answer: D
Module 9.2
Rationale: This is the ability to address real-world problems that are encountered in daily life, especially
those that occur in an individual’s specific work context and family life.
Diff: 2
Skill: Applied
665
10. What is the best way to explain the scientific knowledge about learning styles?
a. If teachers match instruction to each student’s learning style, the individual students will be able to acquire more
knowledge and skills than otherwise possible.
b. Not only do proposed learning styles have no effect on learning, they actually take time away from teachers’ use
of highly effective strategies.
c. Auditory learners almost always benefit from auditory instruction, even if the material is inherently visual (e.g.,
based on shape or color).
d. There are at least six dominant learning styles that define how individuals learn best.
Answer: B
Module 9.2
learning style.
Diff: 2
Skill: Applied
style.
11. When scientists insert genetic material into an animal’s genome, the result is called a _____.
a. genomic animal
b. transgenic animal
c. knockout animal
d. fraternal twin
Answer: B
Module 9.3
Rationale: Researchers have been able to engineer this type of mice that are better than average learners.
Diff: 1
Skill: Factual
12. How do gene knockout studies help to identify the contribution of specific genes to intelligence?
a. After removing or suppressing a portion of genetic material, scientists can look for changes in intelligence.
b. After inserting genetic material, scientists can see how intelligence has changed.
c. Scientists can rank animals in terms of intelligence, and then see how the most intelligent animals differ
genetically from the least intelligent.
d. By allowing scientists to compare identical and fraternal twins.
Answer: A
Module 9.3
Rationale: This method has shown that specific genes are related to performance on tasks that have been
adapted to study learning and cognitive abilities in animals.
Diff: 2
Skill: Conceptual
666
13. If you believe intelligence is relatively fixed, then you advocate a(n) _________ theory of intelligence.
a. incremental
b. entity
c. sexist
d. hereditary
Answer: B
Module 9.3
Rationale: Those who held this theory were more likely to give up in the face of highly challenging problems,
and they were likely to withdraw from situations that resulted in failure.
Diff: 2
Skill: Applied
intelligence.
14. Research on television viewing by very young children shows that:

a. TV is especially detrimental to children aged three years or older.
b. there is never any benefit from television, not even from educational programs.
c. infants who watch educational shows are, on average, better learners when they reach school age.
d. even educational programming shows no benefit, and can even slow some aspects of cognitive development.
Answer: D
Module 9.3
Rationale: : Infants who spend more time viewing educational television score lower in verbal comprehension
and performance tests when assessed at age 6 or 7 years.
Diff: 3
Skill: Applied
15. Which of the following is the most accurate summary of the research on gender and intelligence?
a. On average, males and females score about he same on tests of general intelligence.
b. There are more women in the top 1% of all test takers whereas the lowest 1% includes more men.
c. Boys are more successful on tests of spatial reasoning as early as 1 week of age.
d. Researchers have not been able to identify any differences in test scores between males and females.
Answer: A
Module 9.3
Rationale: On average, males and females score about the same on most intelligence tests.
Diff: 2
Skill: Applied
667
General Test Bank Krause and Corts
GENERAL TEST BANK

1. Which of these might be an example of a performance item on the Wechsler tests of intelligence?
a. repeating a series of digits
b. defining a word such as lunch
c. using blocks to make a design like one shown in a picture
d. adding a series of orally presented numbers
Answer c % correct 52 a= 25 b= 17 c= 52 d= 6 r = .21

Module 9.1
2. The Binet intelligence test measured children on what new concept?

a. divergent thinking
b. mental set
c. mental age
d. creativity

Module 9.1
3. The Binet scale was originally developed to __________.

a. identify children who might have difficulty in school
b. identify gifted children
c. measure scholastic achievement
d. measure the intelligence of normal children
Answer a % correct 66 a= 66 b= 10 c= 7 d= 15 r = .43

Module 9.1
4. What score indicates how one individual compares to others on an intelligence test?
a. intelligence quotient
b. deviation
c. intelligence component
d. mental estimate

Module 9.1
5. __________ percent of the population has IQ scores between 70 and 130.

a. Sixty-five
b. Seventy-five
c. Eighty-five
d. Ninety-five
Answer d % correct 52 a= 6 b= 19 c= 23 d= 52 r = .29

Module 9.1
6. When a test actually measures what it is supposed to measure, the test has _______.
a. reliability
b. discriminative power
c. statistical power
d. validity
Answer d % correct 86 a= 14 b= 0 c= 0 d= 86 r = .36

Module 9.1
668
7. There is a relationship between reliability and validity. Which of the following is true?
a. A test cannot be valid unless it is reliable.
b. A test cannot be reliable unless it is valid
c. A test can be valid but not reliable.
d. Reliability and validity are not related.

Module 9.1
8. Which of these is one of Howard Gardner's multiple intelligences?

a. poetic
b. naturalistic
c. creative
d. digital
Answer b % correct 71 a= 2 b= 71 c= 24 d= 3 r = .33

Module 9.2
9. A committee has been set up to identify young people who are likely to become great Olympics skaters. In
addition to physical skills, the committee believes that an understanding of one's emotions is a plus because it will
help the skaters through training and competitions. Using Howard Gardner's types of intelligences, which two
should be the focus of their search?
a. bodily kinesthetic and intrapersonal
b. logical/mathematical and visual/spatial
c. visual/spatial and interpersonal
d. verbal/linguistic and logical/mathematical

Module 9.2
10. The theory of multiple intelligences was proposed by __________.

a. Gardner
b. Sternberg
c. Thurstone
d. Spearman

Module 9.2
11. Which of these is one of Howard Gardner's multiple intelligences?

a. poetic
b. naturalistic
c. digital
d. creative
Answer b % correct 77 a= 1 b= 77 c= 1 d= 22 r = .40

Module 9.2
669
12. Sal is being evaluated as a possible candidate for the space program. On which of Howard Gardner's multiple
intelligences would we expect him to excel if he is a good candidate?
a. spatial reasoning
b. interpersonal
c. naturalist
d. intrapersonal

Module 9.2
13. The ability to produce work that is both novel and appropriate is called
a. insight.
b. heuristics.
c. creativity.
d. latent learning.

Module 9.2, 12.3, 17.3
670
Another random document with
no related content on Scribd:
"I'm so glad. I will try harder."
"Don't go to the opposite extreme, my dear, of thinking

that you are to have no opinions at all, but must always
agree with everybody."
She laughed, and asked, "Am I in danger of that?"
"Not at present, I think. But it is a weakness of human

nature to be disposed to rebound from one extreme to
another. Truth lies more generally in the fair road between,
—though it does sometimes include a measure of one or
both extremes."
Thyrza looked up, and said, "I suppose any one living
here would describe the mountain as stern and frowning.
And we at Beckdale would describe it as all soft beauty,—
except just at The Scaur. And both would be true."
"Yes," I said; "but no man would have a fair conception

of the mountain as a whole, unless he had gained at least a
glimpse of both sides,—not to speak of other sides also
which we have not seen yet."
Then we rose and continued our walk. Thyrza seemed

thoughtful still. She observed, after a while, as if carrying
on our talk—
"Don't you think that sometimes people seem to see

only one side of—" she hesitated, lowering her voice
reverently,—"of Christ? I mean, even those who do really
love and obey Him?"
"My dear, ninety-nine hundredths of the errors into

which most of us fall, spring from one-sided views of Him,"
I said. "For He is THE TRUTH. One-sided views of Him are
one-sided views of Truth: and a one-sided view is always a
defective view."
"And isn't there any help—any cure?" she asked.
"Only in Him. He gives us clearer eyesight, and then He

shows Himself more clearly,—if we are willing," I said. "But
a great many people are so well content with what they
already see, as really to care little for seeing farther."
"Sir Keith often says that very much depends on our

willingness," Thyrza observed gravely.
I could not but remember the first time I had seen Sir
Keith. He had put the thought into my head.
We went on to the end of the Pass, the last part of our

way being a sharp descent, till we reached the pretty river
which begins as a streamlet on the central ridge or highest
point of the Pass. There for a while we rested, and there, to
Thyrza's joy, she discovered a fine plant of Parsley fern,
growing half under a sheltering rock. My "find" of last
summer died long ago, as Thyrza then predicted. "But I
shall keep this for my own," she said.
Plenty of time remained yet, when we had passed the

central ridge on our return. Thyrza seemed in no hurry to
reach home. She was in high spirits, no longer disposed to
sit still and meditate. She had repeatedly expressed a wish
to climb the steep hillside lying now to our left: and as we
advanced, the desire came over her more strongly.
"I really do think I must," she said at length. "It is quite

too tempting. And I am as fresh as a lark still. You shall just
sit here, and wait for me."
"Why should I not go too?" I asked.

"Oh, because you are not so robust as I am: and there
is always the chance of your hurting your knee again. No:
you must sit perfectly still, and be lazy. I know you enjoy
being alone in such a place as this. I dare say I shall not be
long. When I come down, we'll finish off the cake, before
going on."
CHAPTER XXXV.
ENTIRELY VANISHED!
THE SAME—continued.
I WATCHED Thyrza, as she crossed actively the broken

but on the whole level space, between the road and the
steep mountain-sides: and I saw her begin to climb with
easy speed.
It was a temptation to me to join her, even then. I am a

good climber by nature: and an ascent has always a
fascination for me. But I knew that without any such
additional exertion, I should have taxed my powers pretty
severely by the time we reached home. So I followed
Thyrza's advice, and remained quiet, seated on a rock by
the roadside, with my face toward the flowing green slopes.
The deep stillness of the scene impressed me again,

more forcibly than ever. For now I had not a companion. I
was entirely alone. Not even the trickling of water was to be
heard. One solitary dream-like "ba-a-a" sounded, to be
answered by a second. Then silence again. No human being
was in sight, except the figure of Thyrza, growing
momentarily smaller, as she went upward.
Her ascent seemed very slow, as I gazed. I began to

realise how much steeper and loftier those heights were
than we two had imagined.
But Thyrza went on, sometimes pausing, sometimes

turning to right or left, as if choosing her steps. At present
she showed no inclination to come back.
I observed her movements steadily, wondering how

much farther she would go. Her last words had been
—"Perhaps I shall have had enough of it half-way up." She
appeared now to be more than half-way up, but there were
no signs that she had had enough of it. Hardly probable
that she should. If the enthusiasm of climbing had
possession of her, she would scarcely rest content short of
the summit.
The little black figure still rose,—more and more like a

big ant clinging to the wall of a house; or I thought so.
All at once she came to a pause. I judged that she had

mounted somewhere about three-quarters of the height
from my level: but it is very difficult to judge truly, looking
upward. For some minutes she remained perfectly still. I
supposed her to be resting: yet it seemed a curious spot to
choose for a rest.
I was growing rather nervous at her prolonged fixity in

one position, when I distinctly saw her move. She seemed
to crawl a few paces to the right, and there to pause afresh.
At all events, she could start again, when she chose. That
set my mind at ease. It seemed likely that she saw the last
piece to be too much for her powers: and that after a brief
repose she would come down.
"Time enough too," I said aloud; and my voice sounded

strange in the solitude. "This takes longer than I calculated
on. We ought to be getting homeward."
Then, curiously, it flashed into my mind that I had an

unread letter with me. Why not wile away some minutes by
reading it, as I sat there?
I pulled out the black-edged envelope, which was a

good deal crumpled; and noticed the London postmark.
"Not Bath!" I said, with momentary surprise. And one look
at the agitated uneven handwriting showed me that it was
not Ellen Smyth's,—but—Miss Millington's! Strange that I
had not recognised it at first sight; only hers, as I had
known it previously, was neither agitated nor uneven, but
neat and precise to a fault.
Within were two sheets, blotted, blurred, and closely

filled.
Then that which I expected had come at last!—And I

knew it!
I am ashamed to say that I forgot all about Thyrza. I

think I even forgot where I was. Noises were sounding in
my ears, like the distant roar of a great city; and a dread of
what I might find in that letter had possession of me.
For I could see it to be some manner of outpouring; and

I could conjecture what the outpouring might include. I
quailed before the prospect. Suspicion was one thing;
certainty would be another. I believed that I had fully
forgiven Miss Millington. Would the battle have now to be
fought all over again?
With a voiceless prayer, and with a resolute effort, I

took up the sheets, not reading yet, but glancing rapidly at
a sentence here or there. When I reached the end thus, one
short assertion only remained on my mind—
"I was not really sure."
I must have sunk into a dream upon those five words,

and their possible meaning. Then I woke up to the fact that
the letter contained much besides, especially the sad news
of Mrs. Millington's death.
I began again at the beginning, and read the whole

through carefully. It was a sorrowful composition,—bitter,
self-reproachful, miserable in tone. I cannot copy the whole,
and I will not keep the original. A few sentences will be
enough.
"I don't know what kept me from speaking,

that day," she wrote. "For I did really want to
tell you I was sorry; only I could not. I suppose
it was pride. I know I am proud. I did so hate to
take the money; and yet somehow I could not
say no, for I thought it might save my Mother's
life. And it has not. That is the worst of all. I
have gone through that horrible humiliation for
nothing. Mother did seem better for a time, and
of course it was a real comfort to her to be out
of debt, but she failed at last quite suddenly,
and nothing more could be done.
"It was only yesterday that she died.

"I am writing to you now, because I must. I
dare not put off. I have such a dreadful feeling
that perhaps, if I had spoken out sooner, God
would not have taken my Mother. I dare say
some people would say I am foolish to think
this, but I know better. All these months I have
known I ought to speak, and I have been
struggling against it; and now she is gone, and
I have nobody left except Jeannie. And perhaps
if I do not speak out, she will be taken too. I
don't think I could bear that. She looks ill, and
it terrifies me. I dare say I deserve that, or
anything,—but at all events, I am telling you
the truth now. I wish I had before . . .
"You told me you had forgiven me: but I

never could feel that was real, because if you
had known all, you would not have said so . . .
"I don't know what made me hate you as I

did! I suppose it was partly your being Mrs.
Romilly's friend. And I always thought you could
not endure me: and when you seemed kind, I
felt sure you had an object. I can't make up my
mind how much you really know of things, or
how much I ought to tell you—" and then
followed melancholy particulars, written as it
seemed to me in a half-broken half-bitter spirit,
more because she dreaded not to tell from a
haunting fear of punishment, than because her
will was bowed to do God's will.
No need to copy out these details. Only—I have not

judged her falsely.
For the Gurglepool trick was hers: and she did set
herself to oppose my authority in every possible way. She
endeavoured systematically to turn the girls against me.
She used the opportunity to look into my private journal,
and she employed afterwards the information so gained,
making it a subject of jesting with the girls, and untruthfully
professing to have learnt it through a friend of hers who
lives in Bath.
Worse even than all this,—not morally worse, for that

could hardly be, but worse in its actual results upon my
happiness,—when Arthur came to Beckdale, to learn if he
had any hope of winning me; which she seems to have
divined as his object; she set herself deliberately, falsely, to
quash his hopes. In a certain brief interview, she gave him
to understand, not by assertion, but by insinuation no whit
less untrue, that I had shown a marked dislike to him.
More still,—when she received her dismissal from Mrs.

Romilly, she took a further step. She sent a brief note to
Arthur to reach him at The Park, briefly warning him as a
friend—a friend!!—that if he wished to consult his own
interests and peace of mind, he would keep out of my way.
"I don't know what he thought of me. I think

I must have been mad,—such a wild thing to
do," she wrote. "He never answered my note or
took any notice of it. But it took effect: and that
was all I cared for. I had my revenge,—and I
wanted nothing else.
"It is of no use to ask if you can possibly ever

forget all this; for I know you can't. I could not
in your place. I will never never be untruthful
again,—but that can't alter what I have done to
you. It is impossible that you should get over
it."
And at the moment my heart cried out assent to the

impossibility.
For he had come indeed to seek me once: and a second

time we might have met; and twice she had driven him
away.
Then at length I reached the mention of her more

recent letter to Maggie, in which was contained the news of
his engagement.
"I was so glad to have it to tell," she wrote,

"that I would not ask any particulars,—I
wouldn't even try to find out if it was true. I
was not really sure. It was just told as a piece
of gossip, and I knew there might be some
mistake. I was not really sure. But I wrote to
Maggie directly, and I have never heard any
more. I do not even know where Captain Lenox
is now. I think I should have heard if it were not
true, and I am afraid it is. So I can do nothing
at all to undo the past: and that makes me sure
that I must not expect you ever to be friends
with me again. Only for the sake of Jeannie,
and because of my feeling that she will die, if I
do not—I must tell you all."
I had not noticed before those words following the

others,—fearing it was, after all, true.
It did seem to me too much—too great a wrong! I must
have sat long, half unconscious of my own position, clasping
the letter tightly between both hands. For a while I could
not think,—I could only feel. The knowledge that a year ago
he had still cared, touched me very keenly, with a mingling,
of sweet and bitter. But the "might have been," and the
"was not,"—and the sense of the great life-loss, the
loneliness, the sadness to come,—all through her! How
could I forgive?
The stony hardness broke up at last, and tears fell in a

shower. I have not wept so freely for years, I think. And
when that came to an end, the bitterness seemed gone. I
could once more say,—"His will—not mine."
* * * * * * *
But Thyrza!
It came over me in a flash, vivid as lightning, how long

I had been there. Thyrza ought by this time, surely, to have
reached the lower slopes.
I looked up, running my eyes swiftly over the broad

mountain face, searching from below to above, from right to
left. In vain. No Thyrza was to be seen. I scanned the
frowning beauty of the level summit, and travelled
downward again to the spot where I had noted her last. But
Thyrza had vanished.
CHAPTER XXXVI.
AND HE—!
THE SAME—continued.
I HAD not looked at my watch when Thyrza left me. A

glance at it now showed the afternoon to be far advanced;
indeed, this I already knew from the slant of the sun's rays.
Blaming myself much for the absorption in my own

affairs, to which I had weakly yielded, I stood up and again
eagerly scanned the green slopes; without result.
Had Thyrza reached the top, and there been taken ill
from over-exertion? Such a thing might happen. Or had she
lost her footing, and rolled downward?
If the latter, I should find her without difficulty lying

below, hidden from where I stood, but not far off. The very
idea brought a cold shiver. That I disregarded, however.
Action of some kind was necessary. Feeling had to wait.
It was not, of course, impossible that Thyrza should

have reached the summit, tempted onward by the
excitement of climbing, and there should have vanished for
a short time before descending. But the fact which startled
me was the length of the time she had been absent. A brief
disappearance would not have been surprising. I could not
understand her remaining away. Thyrza is so thoughtful;
unlike Maggie and Nona; and especially thoughtful about
me. I had said to her laughingly before she went, "Mind, if
anything goes wrong, I shall come after you." She would
remember this; and I knew she did not wish me to attempt
the ascent.
The search below was soon over. I explored every spot
where she might lie hidden, had she slipped and fallen. She
was not there; neither was she on the slopes. I could see
the broad green expanse, as I stood beneath looking
upwards,—in parts frightfully near the perpendicular. I
began to think I had done foolishly in consenting to let her
go up.
If she did not very soon appear, nothing remained for

me but to follow in her wake. I determined to wait a quarter
of an hour; then, if she had not appeared, to start without
more delay.
The fifteen minutes dragged past slowly. I had made my

way to a low wall, and there I sat, waiting, watch in hand,
in the soundless solitude. Nobody passed along the road. No
human being was visible on the heights. It seemed to me
that they grew steeper and loftier the longer I gazed.
"Time up! I must go!" I said aloud.
I suppose I moved too hastily, stepping down from my

seat on the wall. I had gone there for a clear view. The wall
was formed of large jagged stones, piled loosely together.
One of these stones gave way under my foot, and I came to
the ground with a sharp jar,—standing, but a good deal
shaken,—and when I took a step away from the spot, I was
instantly conscious of a crick in my weaker knee,—it might
be a strain or twist.
For a minute I kept perfectly still, hoping that it would

prove to be nothing. But the first movement showed me
conclusively that my climb was at an end. I might as well
have tried to reach the moon as the summit of the
mountain.
It was a severe disappointment. If Thyrza had hurt
herself, and were ill or disabled above, she would be
needing me sorely.
Still, it was out of the question that I should go: and the
thought now occurred that I ought at once to return to my
seat on the road. If the dog-cart came to meet us, as it
might do later, I had no business to be out of its direct path.
Besides, Thyrza would know where to find me, or to send a
messenger, if she had found it needful to go round some
other way, rather than attempt the descent.
So very cautiously, and not without a good deal of pain

in the knee, I limped back to my old position.
The hour following seemed very long, very dreary. I do

not know that I have ever felt more weighed down and
altogether sorrowful. I was anxious about Thyrza: and my
own future seemed so grey and wearisome. The letter from
Miss Millington pressed upon me like lead. Could I in heart
and soul forgive her the wrong she had wilfully done to me?
At the end of an hour, or something like an hour, I

looked up,—I had been gazing on the ground,—and the
sunbeams were shining like reddish gold all along the broad
mountain brow, with wonderful beauty. It seemed to me the
gleam of a smile from heaven. The mountain's frown was
lost in that smile.
"I shall find brightness enough in another world, if not

in this," I found myself saying aloud. "One only has to wait
a little while."
The deadly stillness of the Pass was so strange: no

answer coming. And then a soft voice seemed to say, "Miss
Millington?"—as if asking a question.
"Yes!" I said; and there was a sudden radiance of joy in
my heart, resembling the outside glow. "Yes, I do forgive! I
will write and tell her so."
The shining radiance deepened, without and within. I

had an extraordinary sense of rest,—of willingness to
receive whatever might be sent me. No thought of fear
mingled with the willingness, though I whispered
instinctively, "Does this mean some fresh great trouble?" If
it did, I was willing still. The Presence of my Master would
make all things light.
I almost expected another utterance of the soft voice,

speaking to my heart from without or within—which, I do
not know. I waited—listening.
And no voice spoke. But my eyes fell upon a figure,

descending the great green slope, exactly in front.
"Thyrza!" I cried.
It was not Thyrza. It was a man. I saw him distinctly in

the full sunlight. Had he come to tell me ill news of Thyrza?
I cannot think now why I was not more afraid. I did not
feel afraid, sitting there with clasped hands, gazing upward.
I could follow every movement of the descending figure. He
seemed to be a good climber. That was speedily apparent.
Down and down he came, steadily. Once he leaped a wall,
perhaps to find an easier slope on the other side.
When more than half-way down, he stood still, and

seemed to be looking at something or for somebody. I
waved my handkerchief, and he at once waved his. So I
knew he was coming to me,—though I did not know yet the
full meaning of "he!" Joys, like sorrows, often dawn upon us
step by step.
The lower portion of the slope was very rapidly got
over; so rapidly that I was afraid he would slip. He took it at
a run, and I saw him spring over some obstacle at the
bottom. After which he marched straightly and swiftly
towards where I sat.
Till then no thought of the truth had come into my

mind. But something in the upright bearing, the slender
frame, the soldierly walk, brought recollections thronging
and made my heart beat fast.
"Absurd," I murmured. "Ridiculous of me to think—But

it is like! I suppose he must be in the army too, whoever he
is."
I do not know how long I fought against the reality,—

how soon I dared to let myself believe it. I only know that I
stood up slowly, and that he came nearer and nearer,—
came fast, with his face turned fixedly towards mine. And
the sunshine outside seemed to be filling my heart again;
only this time it was a more earthly tremulous sunshine,
flickering with every stride he took.
And I forgot all about Miss Millington, all about the news
of Arthur's engagement.
For he was standing close in front of me, his hand

clasping mine, and I was looking up into his face with a
smile of welcome, such as I had not dared to give him that
other time when we met. The lonely Pass seemed all at
once full of life; and every touch of greyness had gone out
of my future.
For the moment that our eyes met, I think each

understood the other; though I only said, "Where is
Thyrza?"
"Gone home with Sir Keith," he answered.
"Then you have seen her?" I asked.
"Yes," he said, and he explained briefly. Thyrza had

climbed two-thirds of the height; then, pausing to look
below, she had been seized with terror and giddiness, for
the first time in her life, and had very nearly fallen down the
mountain side. By dint of remaining still, and looking
resolutely upward, she had so far recovered herself as to
continue the ascent, reaching the top with great difficulty.
To descend again, however, had proved out of the

question. Every time she approached the edge, dizziness
and dread overpowered her anew. She had waved her
handkerchief and made various signs to me, hoping that I
should understand. Being short-sighted, she could not know
whether I responded, which of course I did not, as I was
then wrapped up in my letter.
Thereafter Thyrza had started off to find another way

round. Her first intention was to go to The Scaur, and to
descend the narrow path which runs down beside the bare
rock: but happily she hit upon a shorter cut to the road by
which we had approached the Pass.
Thyrza knew that Sir Keith had gone to Beckbergh to

meet Arthur: and she knew that the two might possibly
drive to meet us, if our return were at all delayed. I believe
she had rather liked the prospect, and had been not
indisposed to bring it about by delay: though later, when
hurrying alone down the hills, she little expected to be so
fortunate as to meet them at the moment she reached the
road.
However, this really occurred. They pulled up and

sprang down, astonished to see her alone. Thyrza must
have been a good deal shaken by her touch of "vertigo," for
she burst into tears when trying to explain matters,—a
most astonishing event. Thyrza never cries in public, under
any consideration, as a rule. Sir Keith was much troubled,
and very sympathising; and Arthur promptly proposed to go
in search of me, while Sir Keith drove Thyrza home.
Thyrza at first resisted, but she had to yield to Sir

Keith's determination. The general impression was that I
should certainly endeavour to climb the height in search of
Thyrza, when she failed to return,—a well-founded theory,
as proved by circumstances. Arthur resolved, therefore, to
go by the same way that Thyrza had come. He had already
explored these mountains, when staying last year at the
Farm: besides, he is one of those men who are never at a
loss in the wildest country.
So Sir Keith drove off with Thyrza, promising to bring or

send the dog-cart with all speed to meet Arthur and me:
and he made good use of his opportunity, following the
advice I had given.
Arthur meanwhile found his way with all speed to the

brow of the mountain, walking along it till he saw a little
figure seated far below in the road. And as he came down,
he stopped now and again to wave his handkerchief. Twice
in vain: the third time I saw him, and waved mine.
Some of this Arthur told me briefly; much more I have

heard since.
Then, to his concern, he learnt that I had hurt my knee:

and he said how foolish he had been to let the dog-cart go
home first, instead of driving straight to the Pass. And I said
—"Oh no,—I am so glad you did!" For how could I wish
anything to be different? How could I mind waiting?
Then he said something, speaking a little brokenly,
about having almost made up his mind to leave England for
ever. He had thought of it for months. And he had been to
Glynde again for a night,—he hardly knew why. He had seen
Mrs. Hepburn and Gladys. And something—something
Gladys said or did not say,—something in her look of
reproach, when she spoke of me,—had made him resolve to
try once more.
And in a husky altered voice, he asked—
"Constance, is it true?—Have I been under a great

mistake? Could you be mine now,—after all?"
I have no idea what I said in answer. It matters little

what words one uses at such a moment, or whether one
uses any words at all. He understood me, and I understood
him. It was such wonderful unexpected happiness. All
clouds seemed to have been suddenly swept away from my
whole horizon, leaving only sunshine and a blue sky.
But I think my first impulse was to look up,—to feel that

this joy was indeed my Father's gift to me, and to Arthur.
Life was so changed to both of us, in that one short

hour. Changed, and yet the same. For the same Presence is
with us still, the same Will directing us, the same Love
surrounding us, the same Light beckoning us onward.
Only now we hope to live a life of service to Christ

together,—not apart. And that means earthly as well as
Heavenly sunshine.
When we reached home, we found that Sir Keith and

Thyrza were engaged, to the great satisfaction of
everybody. Thyrza appeared to have quite recovered from
her severe climb. And I wrote at once a few lines of comfort
to Miss Millington, telling her of my new happiness, and of
the Help which might be hers, if only she herself were
willing.
GLADYS HEPBURN'S DIARY.
July 27. Tuesday.—Good news! Good news!
I was dreadfully afraid last week that I might have

blundered. It is so fearfully difficult to know always what is
just the wisest thing to say and do.
Major Lenox made his appearance suddenly. He was

spending a night at the Inn, and he asked if he might come
in to afternoon tea. And when he was here, instead of
keeping off from the subject of Miss Con, he seemed to do
nothing but bring her name up.
Well,—I really thought I ought to say something. I could

not ask Mother's advice; because, of course, I have never
felt free to tell her or any one about Miss Con's distress that
day. It would be a betrayal of confidence.
An opportunity came up in the garden, when nobody

was near for a minute or two. He said something about
Yorkshire, and I spoke of the Romillys; and he answered
me; and I asked him if he knew Miss Millington. He said
"Hardly," in a considering tone; and I said, "Oh, she wrote
us word of your engagement."
I was afraid he would think me blunt and interfering,

but I really did it only for dear Miss Con's sake. He turned
sharp round, and said, "How could she have heard that
ridiculous tale?"
I believe I said, "Was it a tale?"
"Certainly," he said. "No foundation whatever!" And he

looked quite fierce, and tugged at his moustaches.
And I said—not knowing what meant to come next—
"One never can depend on anything from Miss

Millington. She told Maggie—and Maggie told me—and Miss
Conway."
"Miss Conway heard it?" Major Lenox asked.
I said, "Yes!" and I looked straight at him for a moment.

I did not dare to say any more, but I know what I wanted to
say. And somehow it almost seemed to me that he read my
thoughts. Such a curious softened expression came into his
eyes: and his manner was different after that moment.
Nothing more was said by either of us: only next

morning he walked in to say good-bye, and in a casual sort
of way he spoke about "going north."
The very next thing we heard was that he had seen Miss
Con, and that they are engaged. And he has given up all
idea of exchanging into a regiment abroad. Oh it is so good!
Thyrza is engaged too,—actually on the same day, and

to Sir Keith, of all people.
Mother seems not at all surprised, but it is a great

surprise to me. I like Thyrza much better than I used:
because she is more affectionate and less stiff; but I should
not count her the kind of girl to be fallen in love with easily.

Psychological Science Modeling Scientific Literacy 2nd Edition Krause Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

You might also like

Psychological Science Modeling Scientific Literacy 2nd Edition Krause Test Bank instant download all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Psychological Science Modeling Scientific Literacy 2nd Edition Krause Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

Psychological Science Modeling

Scientific Literacy 2nd Edition Krause

Psychological Science Modeling Scientific Literacy 2nd

Psychological Science Modeling Scientific Literacy 1st

Introduction To Psychological Science Canadian 2nd

Introduction To Psychological Science Canadian 2nd

Introduction to Psychological Science Canadian 1st

Scientific American Environmental Science For A

Psychological Science 5th Edition Gazzaniga Test Bank

Psychological Science 6th Edition Gazzaniga Test Bank

MODULE 9.1: MEASURING APTITUDE AND INTELLIGENCE

MODULE 9.2: UNDERSTANDING INTELLIGENCE

Topic Factual Conceptual Applied

CHAPTER QUIZ IN REVEL

6. What does the Flynn effect refer to?

8. What do scientists know about gender differences on tests of visual-spatial abilities?

12. Which of the following statements is an argument for multiple intelligences?

MAIN TEST BANK

Multiple Choice Items

Module 9.1: Measuring Aptitude and Intelligence

4. The test you are taking right now is an example of

5. Most of the intelligence tests reviewed in your textbook test

6. The measurement of psychological traits and abilities is referred to as

8. A test that is classified as a "valid" measure is one that

9. A psychological test that measures what we intend it to measure is said to be

13. A test is said to be reliable if

16. Which of the following is a key advantage to using a standardized test?

18. The average score on most IQ tests is

26. Binet and Simon originally developed their famous test to

30. Who has the highest IQ?

32. What is the IQ of a 10-year-old with a mental age of 8?

40. What is a dominant characteristic of culture-free IQ tests?

43. Which researcher tried to measure intelligence by using perceptual tests?

Module 9.2: Understanding Intelligence

57. Vocabulary tests primarily measure ________________ intelligence.

68. According to Sternberg's theory, which statement is true?

71. A theory of intelligence with eight components was postulated by

72. Gardner and his associates are known for proposing

73. According to Gardner there are ________ types of intelligence.

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

82. The "Flynn effect" refers to

86. According to the Flynn effect, for at least several generations

Module 9.3: Heredity, Environment, and Intelligence

108. Which of the following is an example of a verbal fluency task?

117. People who hold an entity theory of intelligence believe

118. People who hold an incremental theory of intelligence believe

121. Which of the following is true about incremental theories?

123. Stereotype threat refers to

124. Dis-identification can occur when

Fill in the Blank Items

3. Charles Spearman used the letter g as an abbreviation for ___________________.

2. Alfred Binet designed his famous test to measure innate intelligence.

3. A 10 year old child with a mental age of 9 would have an IQ of 90.

5. Encephalization quotients are a better indicator of intelligence than brain size.

6. Crystallized intelligence is used to solve problems without relying on previous knowledge.

2. Because of norms in intelligence testing, psychologists are able to:

6. What is factor analysis?

8. Which of the following is a more likely explanation of the Flynn effect?

14. Research on television viewing by very young children shows that: