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1. Experts and laypeople were found to have extremely high agreement on the factors that constitute intelligence.
Which of the following was not one of those factors?
a. social competence b. problem-solving abilities
c. verbal ability d. spatial ability
ANSWER: d
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
KEYWORDS: Factual
2. The fact that some aspects of intelligence seem to decline while other aspects show increases with age is reflected
in which component of the life-span perspective?
a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Conceptual
3. Which of the following is not a basic concept of the life-span view?

a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency
ANSWER: d
KEYWORDS: Factual
4. In Schaie's (2008) sequential research, the finding that, within a given cohort, some people show longitudinal decline
in certain abilities, some people show stability, and yet others show increases in these same abilities speaks to the
concept of
a. acquisition of symbolic knowledge.
b. plasticity.
c. interindividual variability.
d. modification of underlying fluid intelligence abilities.
ANSWER: c
5. In the dual-component model, pragmatic intelligence dominates during
a. childhood. b. adolescence.
c. adulthood. d. throughout the life span.
ANSWER: c
6. According to the dual-component model, adulthood is predominantly concerned with the growth of
a. fluid intelligence. b. crystallized intelligence.
c. intercohort similarity. d. multidiversity trends.
ANSWER: b
KEYWORDS: Applied
7. Which approach to intelligence emphasizes scores on standardized tests?

a. psychometric b. neofunctionalist
c. cognitive d. applied
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.03 - What are the major research approaches for studying
intelligence?
KEYWORDS: Factual
8. Testing problem-solving and verbal abilities by using measures specifically designed to assess these components is
characteristic of which approach?
a. Piaget's cognitive developmental approach b. the cognitive structural approach
c. the psychometric approach d. the information-processing approach
ANSWER: c
intelligence?
9. The approach to intelligence that focuses on developmental changes in the way people conceptualize problems and
styles of thinking is known as the
a. psychometric approach. b. dual-component model.
c. cognitive structural approach. d. practical intelligence.
ANSWER: c
intelligence?
KEYWORDS: Factual
10. The hierarchy of intelligence from the lowest to highest levels is
a. test questions, tests, primary mental abilities, secondary mental abilities, third-order
mental abilities, general intelligence
b. primary mental abilities, secondary mental abilities, third-order mental abilities, general intelligence, test
questions, tests
c. primary mental abilities, secondary mental abilities, test questions, tests, third-order mental abilities, general
intelligence
d. primary mental abilities, test questions, tests, general intelligence, secondary mental abilities, third-order
mental abilities
ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.04 - What is intelligence in adulthood?
KEYWORDS: Factual
11. If one's performance on a test is highly related to one's performance on another test, then the abilities measured by
the two tests are interrelated and are called a
a. collection. b. trait.
c. factor. d. correlation.
ANSWER: c
KEYWORDS: Factual
12. Which of the following is not a primary mental ability?

a. verbal meaning b. inductive reasoning
c. word fluency d. fluid intelligence
ANSWER: d
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual
13. Because it is difficult to study all the primary mental abilities, researchers have focused on five representative
ones. These are number, word fluency, verbal meaning, inductive reasoning, and
a. deductive reasoning. b. reflective judgment.
c. spatial orientation. d. crystallized intelligence.
ANSWER: c
they change?
KEYWORDS: Factual
14. Popular television shows such as Jeopardy! are based on contestants' accumulated
c. unexercised abilities. d. multidirectionality of thinking.
ANSWER: b
they change?
KEYWORDS: Factual
15. Individual differences in crystallized intelligence increase with age because maintaining crystallized intelligence
depends on
a. one's IQ level. b. normative biological aging of the brain.
c. lifestyle factors such as diet and exercise. d. being in situations that require its use.
ANSWER: d
they change?
KEYWORDS: Factual
16. The question "Which comes next in this series of letters: d f i m r x e?" is a test of
a. auditory organization. b. visual organization.
c. crystallized intelligence. d. fluid intelligence.
ANSWER: d
they change?
17. An individual’s innate abilities independent of acquired knowledge and experience constitute
c. primary intelligence. d. tertiary intelligence.
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Factual
18. Knowledge acquired through experience and education constitutes

c. primary intelligence. d. tertiary intelligence.
ANSWER: b
change?
KEYWORDS: Factual
19. Which of the following tests would not measure crystallized intelligence?
a. vocabulary b. intentional learning
c. comprehension d. inductive reasoning
ANSWER: d
change?
20. Knowing all the names of each president and vice president of the United States of America draws on which
intelligence?
a. fluid intelligence b. crystallized intelligence
c. primary intelligence d. tertiary intelligence
ANSWER: b
change?
KEYWORDS: Applied
21. On the television show Who Wants to Be a Millionaire, many of the big winners have been in their 40s and 50s.
This is likely due to their superiority in which type of intelligence?
a. fluid b. emotional
c. crystallized d. inductive reasoning
ANSWER: c
change?
KEYWORDS: Applied
22. In general, crystallized and fluid intelligence show

a. opposite developmental trends. b. identical developmental trends.
c. no developmental trends. d. unknown developmental trends.
ANSWER: a
change?
23. Based on the developmental changes in fluid and crystallized intelligence, on which type of test would you expect
an older person to receive a high score?
a. vocabulary b. perceptual speed
c. spatial relations d. inductive reasoning
ANSWER: a
change?
24. Based on the research on fluid and crystallized intelligence, we know that
a. learning continues through adulthood.
b. learning gets easier through adulthood.
c. you can’t teach an old dog new tricks.
d. learning in adulthood is tedious and should be avoided.
ANSWER: a
change?
25. From the research on intelligence, we know that, with increasing age,
a. there are gains in information-processing abilities.
b. there are losses in information-processing abilities.
c. there are declines in experience-based processes.
d. information-processing abilities and experience-based processes remain stable.
ANSWER: b
change?
26. Evidence concerning crystallized and fluid intelligence shows that

a. all abilities change at the same rate. b. all abilities decline.
c. intellectual development is constant. d. intellectual development is diverse.
ANSWER: d
change?
27. On the basis of 37 studies using various brain imaging techniques, Jung and Haier (2007) proposed the
a. P-FIT.
b. cognitive structural approach.
c. concepts of assimilation and accomodation.
d. statistical technique known as factor analysis.
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual
28. The P-FIT model examines the interrelations between the parietal lobe, located , and the frontal lobe,
located ___________.
a. behind the forehead; at the top of the head
b. at the top of the head; behind the forehead
c. at the base of the skull; behind the forehead
d. at the center of the brain; behind the forehead
ANSWER: b
KEYWORDS: Factual
29. The hypothesis states that intelligent people show weaker neural activations in a smaller number
of areas than less intelligent people.
a. biological
b. neurophysiological
c. neural efficiency
d. neural activation
ANSWER: c
KEYWORDS: Factual
30. Which of the following is not a moderator of intellectual change?

a. cohort b. educational level
c. occupation d. gender
ANSWER: d
KEYWORDS: Factual
31. The fact that younger generations generally do better on primary mental abilities than older generations is an
example of
a. a cohort effect.
b. changes in the information-processing system.
c. better health care improving mental functioning.
d. all of these.
ANSWER: a
KEYWORDS: Applied
32. Which of the following is not a social demographic variable implicated in reducing rates of intellectual decline?
a. having a complex job
b. exposure to stimulating environments
c. utilization of cultural and educational resources
d. low educational level
ANSWER: d
KEYWORDS: Factual
33. High levels of has/have been associated with lower rates of dementia.
a. white matter hyperintensities
b. B vitamins in one's diet
c. education
d. egocentrism in one's personality
ANSWER: c
KEYWORDS: Factual
34. Individuals with which personality characteristic at midlife tended to experience fewer declines in intellectual
competence?
a. egocentricism b. personal control
c. flexible attitude d. introversion
ANSWER: c
KEYWORDS: Factual
35. The effects of age on cognition and intelligence are related, at least in part, to vascular disease that selectively
affects the
a. visual cortex.
b. level of the neurotransmitter serotonin.
c. density of brain white matter.
d. prefrontal brain.
ANSWER: d
36. are the intellectual abilities most likely to decline with age.
a. The primary mental abilities that compose crystallized intelligence
b. The primary mental abilities that compose fluid intelligence
c. The ability to classify objects into groups and to mentally reverse actions
d. Metamemory and memory monitoring
ANSWER: b
37. The purpose of Project ACTIVE was to study

a. inductive reasoning. b. older persons' use of mnemonic devices.
c. training of primary mental abilities. d. vocabulary changes over the life span.
ANSWER: c
38. Project ACTIVE examined whether primary mental abilities could be trained. Which second-order ability is related
to the abilities trained in ACTIVE?
a. fluid intelligence b. crystallized intelligence
c. short-term memory d. long-term memory
ANSWER: a
39. Research on the long-term effects of cognitive training on fluid abilities shows that
a. effects can last as long as seven years.
b. effects do not last longer than one year.
c. effects are strong in the beginning and then diminish.
d. effects are present only in women.
ANSWER: a
KEYWORDS: Factual
40. In Project ACTIVE, which group did not benefit from memory training?
a. those with cardiovascular disease
b. those with a mild cognitive impairment
c. those with depression
d. those living in nursing homes
ANSWER: b
KEYWORDS: Factual
41. The results from Project ACTIVE indicate that declines in fluid abilities are
a. inevitable. b. undefined.
c. reversible. d. permanent.
ANSWER: c
42. Which theorist(s) proposed that the development of intelligence stems from the emergence of increasingly complex
cognitive structures?
a. Piaget b. Blanchard-Fields
c. Jung and Haier d. Baltes
ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual
43. According to Piaget, what is responsible for cognitive development?
a. changes in cognitive structures b. changes in function
c. changes in assimilation processes d. changes in behavior
ANSWER: a
development?
44. According to Piaget’s theory, interpreting the world in terms of existing cognitive structures is called
a. organization. b. operations.
c. accommodation. d. assimilation.
ANSWER: d
development?
KEYWORDS: Factual
45. Using what you know about fast food restaurants to order lunch at a new burger place is an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation
ANSWER: d
development?
KEYWORDS: Applied
46. According to Piaget’s theory, changing one’s thoughts to make a better approximation of the world is called
a. organization. b. operations.
c. accommodation. d. assimilation.
ANSWER: c
development?
KEYWORDS: Factual
47. Changing how you study for algebra exams as compared with history exams would be an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation
ANSWER: c
development?
KEYWORDS: Applied
48. Traditional scientific reasoning is an example of which aspect of formal operations?

a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. multiple solutions
ANSWER: a
development?
49. Which of the following is the correct sequence of Piaget’s stages?

a. concrete operations, sensorimotor, formal operations, preoperational
b. sensorimotor, preoperational, concrete operations, formal operations
c. formal operations, concrete operations, preoperational, sensorimotor
d. preoperational, formal operations, sensorimotor, concrete operations
ANSWER: b
development?
KEYWORDS: Factual
50. Mary is frustrated because her psychology professor will not tell her which theory of intelligence is the “correct”
one. Mary is demonstrating which aspect of formal operations?
a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. single solution
ANSWER: d
development?
KEYWORDS: Applied
51. Which of the following statements is an example of unconstrained thought?
a. “There is only one answer to this problem.”
b. “Let’s assume the United States disarms unilaterally.”
c. “If A > B, and B > C, then A > C.”
d. “If you do not agree that standing on your head is silly, then you are wrong.”
ANSWER: b
development?
KEYWORDS: Applied
52. Which of the following is not a characteristic of formal operations?

a. hypothetico-deductive thought b. logical structure
c. reality constraints d. one solution
ANSWER: c
development?
53. Research on developmental trends in formal operations shows that

a. older adults outperform younger adults.
b. college-educated adults typically skip this stage.
c. all adults operate at this level.
d. some adults never attain this level.
ANSWER: d
development?
KEYWORDS: Factual
54. Which type of thought is characterized by the recognition that the correct answer varies from situation to situation,
solutions must be realistic, ambiguity is the rule rather than the exception, and emotion and subjective factors usually
play a role in thinking?
a. concrete operational thought b. formal operational thought
c. postformal thought d. reflective thought
ANSWER: c
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
55. Postformal thought is characterized by all of the following except
a. the correct answer varies from situation to situation.
b. there is only one correct answer.
c. emotion and subjective factors usually play a role in thinking.
d. the recognition that the solutions must be realistic.
ANSWER: b
KEYWORDS: Factual
56. The statements "Each person is entitled to his or her own viewpoint." and "I cannot force my opinions on anyone
else." are characteristic of
a. postformal thought. b. quasi-reflective thinking.
c. absolutist thinking. d. none of these.
ANSWER: b
KEYWORDS: Factual
57. Kramer, Kahlbaugh, and Goldston (1992) identified three distinct styles of thinking: absolutist, relativistic, and
a. dialectical. b. diabolical.
c. diversified. d. demographical.
ANSWER: a
58. According to Kramer, Kahlbaugh, and Goldston (1992), reflective judgment progresses in the following order:
a. relativistic, absolutist, dialectical b. absolutist, relativistic, dialectical
c. dialectical, relativistic, absolutist d. absolutist, dialectical, relativistic
ANSWER: b
KEYWORDS: Factual
59. Realizing that there can be more than one right answer to a problem, and that the right answer depends on the
circumstances, demonstrates
a. absolutism. b. mechanism.
c. formalism. d. relativism.
ANSWER: d
60. One potential danger of relativistic thinking is that it can lead to

a. absolutist thinking.
b. cynicism.
c. preoperational thinking.
d. biased thinking.
ANSWER: b
KEYWORDS: Factual
61. Research on emotion and thought processes has concluded that

a. younger adults tended to think at higher developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
b. middle-aged adults tended to think at lower developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
c. high school students tended to think at the highest developmental levels when confronted with emotionally
charged problems.
d. middle-aged adults tended to think at higher developmental levels when confronted with emotionally charged
problems.
ANSWER: d
LEARNING OBJECTIVES: ADaA.CAVA.15.07.10 - What is the role of both emotion and cognition in cognitive
maturity?
62. Reasoning about highly emotionally charged dilemmas

a. is easier for young adults. b. is easier for older adults.
c. is easier for adolescents. d. is easier for middle-aged adults.
ANSWER: d
maturity?
63. Implicit social beliefs are affected by the ways in which different cohorts or generations are socialized. For
example, one study found that the belief that "marriage is more important than career" tended to in
importance with age.
a. increase
b. decrease
c. show an inverted U-shape
d. remain stable
ANSWER: a
maturity?
64. Evidence from neuroimaging research indicates that emotion and logic are integrated in which area(s) of the brain?
a. prefrontal cortex
b. anterior insula
c. amygdala
d. all of the above
ANSWER: d
maturity?
KEYWORDS: Factual
65. Which of the following is not true of older adults’ decision making?
a. Older adults have difficulty in unfamiliar situations.
b. Older adults have difficulty when under time pressure.
c. Older adults have difficulty when decision making requires a lot of capacity.
d. Older adults’ quality of decisions is not as good as younger adults.
ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
66. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit without
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability
ANSWER: c
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
67. Fluid intelligence is an example of
a. cognition as basic processes. b. interdependent third-order abilities.
c. unexercised ability. d. optimally exercised ability.
ANSWER: c
68. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit with
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability
ANSWER: a
KEYWORDS: Factual
69. Crystallized intelligence is an example of

a. cognition as basic processes. b. interdependent third-order abilities.
c. untrained or unpracticed ability. d. optimally exercised ability.
ANSWER: d
70. Research on practical problem solving shows that

a. performance peaks in early adulthood and then declines.
b. performance increases from early adulthood to middle age.
c. performance increases most between middle and old age.
d. performance remains the same across adulthood.
ANSWER: b
KEYWORDS: Factual
71. The "triumph of knowledge over reasoning" is best documented by research on
a. wisdom. b. expertise.
c. postformal thought. d. unexercised abilities.
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.13 - What is expertise, and how does experience factor in?
72. Experts
a. use novel approaches to solve difficult problems.
b. have extensive knowledge about a particular topic.
c. are highly practiced.
d. use all of these.
ANSWER: d
73. Which of the following statements best describes expertise?

a. Expertise is due to a biological predisposition to excel in one area or another.
b. Expertise is negatively correlated with age.
c. People tend to become selective experts.
d. Someone who is an expert in one area is probably an expert in all areas of their life.
ANSWER: c
KEYWORDS: Applied
74. The Dalai Lama wisdom story at the beginning of the chapter highlighted all of the following characteristics of
wisdom except which of the following?
a. It involved practical knowledge. b. It was given at a price.
c. It was based on life experience. d. It involved psychological insights.
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
75. Wisdom is viewed as involving the following cognitive processes except
a. practical and social intelligence.
b. insight into the deeper meanings underlying a given situation.
c. constrained thinking.
d. awareness of the relative, uncertain, and paradoxical nature of problems.
ANSWER: c
KEYWORDS: Factual
76. Wisdom is
a. the same thing as creativity.
b. the generation of a new solution to a problem.
c. different than creativity.
d. characterized by constrained reasoning processes.
ANSWER: c
77. Research on wisdom shows that it is most associated with

a. creativity. b. age.
c. fluid intelligence. d. life experience.
ANSWER: d
KEYWORDS: Factual
78. Research on age differences in wisdom shows that

a. there is little association between age and wisdom.
b. wisdom increases dramatically during old age.
c. there are few individual differences.
d. young adults cannot be wise.
ANSWER: a
KEYWORDS: Factual
79. Which of the following is not a specific factor identified by Baltes and Staudinger (2000) to help a person become
wise?
a. intraindividual variability b. general personal conditions
c. specific expertise conditions d. facilitating life contexts
ANSWER: a
KEYWORDS: Factual
80. theorists are interested in individual differences and plasticity in intelligence.
ANSWER: Life-span
KEYWORDS: Factual
81. are the distinct patterns of change in abilities over the life span, where some abilities
remain stable and others increase or decrease.
ANSWER: Multidirectional
KEYWORDS: Factual
82. The range of functioning within an individual and the conditions under which a person’s abilities can be modified
within a specific age range is .
ANSWER: plasticity
KEYWORDS: Factual
83. Theories of intelligence are , meaning that they specify many domains of intellectual
abilities.
ANSWER: multidimensional
KEYWORDS: Factual
84. In the dual-component model, the phrase is used to discuss the first cognitive process,
which concerns developmental changes in basic information-processing and problem-solving abilities.
ANSWER: cognition as basic processes

KEYWORDS: Factual
85. The to intelligence involves defining intelligence as right or wrong performance on
standardized tests.
ANSWER: psychometric approach

intelligence?
KEYWORDS: Factual
86. The to intelligence emphasizes the ways in which people conceptualize problems and
focuses on modes or styles of thinking.
ANSWER: cognitive-structural approach

intelligence?
KEYWORDS: Factual
87. are the interrelations among performance on similar tests of psychometric intelligence.
ANSWER: Factors
KEYWORDS: Factual
88. are independent abilities within psychometric intelligence based on different

combinations of standardized intelligence tests.
ANSWER: Primary mental abilities

they change?
KEYWORDS: Factual
89. Crystallized and fluid intelligence are examples of mental abilities.
ANSWER: secondary
change?
90. For the theorist , thought is governed by the principles of adaptation and organization.
ANSWER: Piaget
development?
KEYWORDS: Factual
91. In Piaget's stage, children can classify objects into groups based on logical principles
and can mentally reverse a series of events.
ANSWER: concrete operational

development?
92. thought is similar to using the scientific method.
ANSWER: Hypothetico-deductive
REFERENCES: Qualitative Differences in Adult's Thinking
development?
93. Many adults are thought to possess , which is characterized by the recognition that truth
varies across situations, solutions to problems are realistic and reasonable, ambiguity and contradiction are the norm,
and emotional and subjective factors play a role in thinking.
ANSWER: postformal thought

KEYWORDS: Factual
94. Research studies indicate that contrary to popular perception, there is no relationship between age and
_____________.
ANSWER: wisdom
KEYWORDS: Factual
95. Do people's ideas of what intelligence is vary across the life span? In other words, do people conceptualize
intelligence differently at different ages?
ANSWER: In 1992, Berg and Sternberg set out to find the answer to this question. They wanted
to know whether conceptions of intelligence varied across the life span. Their subjects
were people ages 22 to 85. Subjects were asked to rate 55 behaviors they viewed as
characteristic of exceptionally intelligent 30-, 50-, or 70-year-olds. Factors such as
motivation, intellectual effort, and reading were rated important for each age group.
Other behaviors were rated important only for certain points in the life span. For
example, for 30-year-olds, people said being open-minded and concerned about the
future were important traits. Intelligent 50- and 70-year-olds were described as acting
responsibly and displaying wisdom.
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
96. What are normative age-related changes in fluid and crystallized intelligence?
ANSWER: Fluid intelligence refers to factors that make you an adaptive and flexible thinker.
Fluid intelligence allows you to make inferences and understand relations among
concepts. Crystallized intelligence is the knowledge you have acquired during your
lifetime due to education and experiences in a given culture. Across time, these two
types of intelligence follow very different paths. Fluid intelligence tends to decline
across adulthood, whereas crystallized intelligence tends to increase. Some have
speculated that underlying changes in the brain are responsible for the decline in fluid
intelligence. As for crystallized intelligence, it appears people continue adding to their
knowledge every day.
change?
97. What does the P-FIT theory propose regarding the origins of intelligence?
ANSWER: Jung and Haier originally proposed the P-FIT model in 2007. P-FIT stands for
Parieto-Frontal Integration Theory. This theory proposes that intelligence comes from
a distributed and integrated network of neurons in the parietal and frontal lobes of the
brain. Individual differences in intelligence are seen as individual differences in brain
structure and function. Neuroimaging studies provide support for the P-FIT model.
98. Do social and lifestyle variables have an impact on intellectual functioning? If so, in what way(s)?
ANSWER: Higher socioeconomic status, exposure to stimulating environments, taking advantage

of cultural and educational resources throughout one's life, and not being lonely have
all been associated with better cognitive functioning. Loneliness, for example, is
associated with greater cognitive decline and with mental health problems in later life.
Although social and lifestyle variables are associated with intellectual functioning, it is
still debatable whether these factors slow cognitive changes in late life. Research
evidence on these factors is mixed. For example, decreases in social engagement and
cognitive decline are related, but what is the directionality? Are declines in memory
the result of lower social engagement, or are memory declines the reason for lower
rates of social engagement? Correlational data cannot determine directionality of
effects.
99. What was Project ACTIVE? What was learned from this project?
ANSWER: Project ACTIVE was a longitudinal research study created by Sherry Willis. It was
designed to investigate the impact of training on primary mental abilities. Beginning in
the 1990s, ACTIVE was a randomized and controlled clinical research project.
Initially, six different centers enrolled more than 3,000 people in the study. Could
cognitive training enhance mental abilities (such as memory, reasoning, and attention)
and preserve IADLs (such as managing one's finances and taking medications)? To
summarize, the findings showed that cognitive training improved mental abilities and
daily functioning in older independent living adults. The training gains lasted several
years. There was one caveat. Those with a mild cognitive impairment did not benefit
from memory training, but they did benefit from training on reasoning and speed of
processing.
100. Briefly describe Piaget's four stages of cognitive development.
ANSWER: In the sensorimotor period, infants and very young children learn about the
environment by using their senses and motor skills. In the first two years of
development, they learn about object permanence (that an object out of sight still
exists). In the preoperational period, young children's thinking is egocentric—that is,
they believe everyone sees the world as they do. They may perceive events as causal
that are not (Dad shaving causes the water in the bathroom sink to turn on). Their
thinking is not yet governed by logic. In the concrete operational stage, children come
to understand classification, reversibility, and transivity. However, children in this
stage still do not understand abstract concepts. The last of Piaget's stages, formal
operations, is characterized by hypothesis testing and abstract reasoning.
development?
101. How does the relationship between emotion and logic change over the life span?
ANSWER: Across the life span, there is an increasing integration of emotion and logic in one's
thinking. Older adults tend to make decisions based on pragmatic and emotional
grounds, not simply on logical grounds. Roles and rules are viewed as relative, not
absolute. Older adults realize that thinking includes compromise with others and that
contradictions and ambiguity must be tolerated. One example of this is how young
adults differ from middle-aged adults when considering the topic of unethical behavior
in the workplace. Whereas younger adults would be more likely to view this behavior
as completely unacceptable, older adults would be more likely to take into account
contextual factors that may have caused the person to act in an unethical manner.
maturity?
102. Briefly describe the components and their developmental trajectory in Denney’s model of unexercised and optimally
exercised abilities.
ANSWER: According to Denney (1984), unexercised ability is the ability a normal healthy adult
would have without practice or training. Fluid intelligence is an example of an
untrained ability. Optimally exercised ability is what a normal healthy adult would
demonstrate under the best conditions of training or practice. Crystallized intelligence
is an example of an optimally exercised ability because the component skills (such as
verbal ability) are used daily. The developmental course of both abilities is similar.
They tend to increase until adolescence or young adulthood and then slowly decline
thereafter.
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
103. Are there age-related differences in problem solving? Explain.
ANSWER: People tend to use different strategies in solving problems based on the context in
which they occur. However, there are some interesting age-related differences found
in the literature. For example, younger adults are more likely to use similar strategies
across situations. They use self-action to fix the problem. Older adults are more
likely to vary their strategy based on the problem-solving context. For example, in
dealing with interpersonal situations, such as family matters, they use more emotion
regulation. However, in more instrumental situations, such as deciding what to do
with defective merchandise, they use more self-action strategies, like returning the
product. Blanchard-Fields and colleagues (1997) argued that as we age and acquire
experience, we become more sensitive to problem-solving contexts and we act
accordingly.
104. Are adult learners different from their younger counterparts? If so, in what ways?
ANSWER: Lifelong learning is gaining acceptance as a way to remain cognitively active and
professionally current. But can the teaching of adults merely be an extension of the
teaching techniques used when instructing children? The answer is no. Adults
learners differ from child learners in some important ways. First, adults have a higher
need to understand why they should learn something before they learn it. Second,
adults enter a learning situation with more and different experience upon which to
build than do children. Third, adults are more willing to learn things that will help them
with real-world situations rather than hypothetical or abstract situations. Finally, most
adults are internally motivated to learn rather than externally motivated. For example,
an adult may be more likely to learn something new for reasons of personal
satisfaction rather than for a pay raise. It's important for educators to remember that
learning styles change as we age.
105. What is creativity, and how does it change across the life span?
ANSWER: Researchers have defined creativity as the ability to produce work that is novel, high
in demand, and task appropriate. The number of creative ideas one has varies across
the life span. Research indicates the number of creative contributions a person
makes increases through the 30s, peaks in the early 40s, and declines thereafter.
People do not stop being creative, rather, they just produce fewer creative ideas. In
fact, the average age at which people have made substantial creative contributions to
society, such as conducting research that resulted in winning the Nobel Prize,
increased across the 20th century.
Another random document with
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But how they had gone down over the edge of the cliff seemed a
mystery.
This, however, Beaver Bill soon solved in a curious manner.
The trapper found several stout iron rings imbedded in out of the
way crevices of the cliff.
His theory was logical.
“I tell ye, I reckon they had double lengths of lariat passed through
these rings,” he declared. “They evidently had this all fired
anticipating an attack some time.”
“Begorra, I can see that,” cried Barney, “but howiver did they go
down and be afther taking the ropes wid thim?”
“Easy enough, pard,” replied the trapper, “the lariats were doubled
an’ by jest untying a knot they could pull the rope down arter ‘em, an’
ye couldn’t foller in the same way.”
There was no doubt but that Beaver Bill had hit the nail on the
head.
All accepted this hypothesis as a correct one. But darkness was
coming on rapidly now.
CHAPTER XIII.
THE END.
With the coming of darkness the curious phenomena of the valley

again manifested itself.
It was a wonderful scene.
But Frank took Captain Elmo to the verge of the plateau and said:
“I told you that I would explain my theory to you to-night. If you will
look closely you will see that those curious balls of light dancing up
from the ground exist only in sections.”
“I do observe that fact,” agreed Captain Elmo.
“Very good. Now the noxious gas which overcomes one in
crossing the valley comes only from those spots. Wherever those
balls of light are not to be seen there is no gas, and it is
consequently safe to travel.”
The captain was deeply impressed with this explanation.
“Upon my word, Mr. Reade,” he cried, “that is strong logic!”
“I thought you would agree to it. Now those cunning rascals of
counterfeiters are aware of the fact and cross the valley with
impunity at any time of night.”
“But—but what of the nuggets of gold which are said to tempt the
unwary into the place? If they were able to enter and close the
valley, why should Mason and his gang need to manufacture
counterfeit money?”
Frank snapped his fingers.
“That for the nuggets of gold!” he declared. “Ten to one they are
worthless iron pyrites. But we will investigate that later. Ah! what did I
tell you?”
With this excited cry Frank pointed down into the valley.
Dark forms were seen to flit into the shadows between the dancing
sections of gas fire. That they were the counterfeiters bent on
escape there was no doubt.
“Heavens! there they are!” gasped the captain. “What shall we
do?”
“Explain the secrets of the valley to your men. Close in upon them
and——”
But Frank Reade, Jr., did not finish the sentence.
The captain clutched his arm.
“My God!” he cried, “there is the end of half of them!”
A startling incident had occurred in the valley, which was so vivid
and horrible as to leave its impress upon the minds of the spectators
forever.
Suddenly half a dozen of the counterfeiters were seen to become
enveloped in what seemed like a momentary flash of blue flame.
Then their bodies were seen lying upon the sand, and the ghostly
balls of light were seen dancing above them.
“Heavens! How do you explain that?” gasped the captain.
“They must have unluckily stepped upon an undeveloped mine of
the gas,” replied Frank. “It has come up suddenly and overpowered
them.”
“Ah, might not that same fate overcome us if we should try to
cross the valley?”
“It is not impossible,” agreed Frank. “But——”
He never finished the sentence.
A thrilling cry went up from the lips of all the spectators at that
moment.
The surviving counterfeiters were to be seen running wildly across
the valley.
Suddenly there was a low, sullen roar, and the whole valley
seemed alive with a blue flame.
Even those on the cliffs were hurled back, and cries of horror went
up.
When, the next moment, the exhibition subsided, the bodies of all
of the counterfeiters were seen far out in the deadly sands.
Once too often they had dared the deadly perils of Satan’s Hole. It
was a horrible, awful thought to the awestruck spectators.
Frank Reade, Jr., stood like one dumbfounded.
Bert Mason was among the doomed ones. In a moment, as it
were, the entire gang was wiped out. But Frank was only thinking of
poor Astley.
“Come,” said Capt. Elmo huskily, “I believe that valley is a part of
hell. Let us get out of here as quickly as possible.”
None had any desire to remain longer in the vicinity of the Sandy
Trail of Death. Silently, and with a keen sense of horror they picked
up their belongings and left the spot behind them forever.
But Benjamin Astley did not suffer death upon the gallows for a
crime of which he was wholly innocent.
Enough evidence had been found to substantiate the fact that he
was not identical with Bert Mason who had perished in Satan’s Hole.
So he was released from prison a happy man and restored to his
faithful friends and his happy bride.
All this was certainly due to the disinterested kindness of Frank
Reade, Jr., and Astley expressed his gratitude in warmest terms.
The story spread all over the country and Frank Reade, Jr., was
eulogized as the prince of benefactors and philanthropists.
The Steam Horse, however, was not destined to long remain idle.
Almost as soon as he returned to Readestown Frank became
interested in another thrilling case, the full details of which may be
found in exciting form in No. 10 of the Frank Reade Library,
entitled:
“FRANK READE, JR., WITH HIS NEW STEAM HORSE AND THE
MYSTERY OF THE UNDERGROUND RANCH.”
Useful and Instructive Books.
HOW TO DO TRICKS.—The great book of magic and card tricks,
containing full instruction of all the leading card tricks of the
day, also the most popular magical illusions as performed by
our leading magicians; every boy should obtain a copy, as it
will both amuse and instruct. Price 10 cents. For sale by all
newsdealers in the United States and Canada, or sent to any
address, postage free, on receipt of price. Address Frank
Tousey, publisher, 34 and 36 North Moore Street, New York.
Box 2730.
HOW TO DO TRICKS WITH CARDS.—Containing explanations of
the general principles of sleight-of-hand applicable to card
tricks; of card tricks with ordinary cards, and not requiring
sleight-of-hand; of tricks involving sleight-of-hand, or the use
of specially prepared cards. By Professor Haffner. With
illustrations. Price 10 cents. For sale by all newsdealers, or
sent, post-paid, to any address on receipt of price, by Frank
P. O. Box 2730.
HOW TO COLLECT STAMPS AND COINS.—Containing valuable
information regarding the collecting and arranging of stamps
and coins. Handsomely illustrated. Price 10 cents. For sale by
all newsdealers in the United States and Canada, or sent free
of postage upon receipt of the price. Address Frank Tousey,
publisher, 34 and 36 North Moore Street, New York. Box
2730.
HOW TO ROW, SAIL AND BUILD A BOAT.—Fully illustrated. Every
boy should know how to row and sail a boat. Full instructions
are given in this little book, together with instructions on
swimming and riding, companion sports to boating. Price 10
cents. For sale by all newsdealers in the United States and
Canada, or we will send it to your address on receipt of the
price. Frank Tousey, publisher, 34 and 36 North Moore street,
New York. Box 2730.
HOW TO BECOME BEAUTIFUL.—One of the brightest and most
valuable little books ever given to the world. Everybody
wishes to know how to become beautiful, both male and
female. The secret is simple and almost costless. Read this
book, and be convinced. “How to Become Beautiful.” Price ten
cents. For sale by book and newsdealers, or send ten cents to
Frank Tousey, 34 and 36 North Moore street, New York, and it
will be mailed to your address, post paid.
HOW TO BECOME AN ATHLETE.—Giving full instruction for the
use of dumb-bells, Indian clubs, parallel bars, horizontal bars,
and various other methods of developing a good, healthy
muscle; containing over sixty illustrations. Every boy can
become strong and healthy by following the instructions
contained in this little book. For sale by all newsdealers, or
sent to your address, postage free, on receipt of 10 cents.
Frank Tousey, publisher, 34 and 36 North Moore street, New
York. Box 2730.
HOW TO BREAK, RIDE AND DRIVE A HORSE.—A complete
treatise on the horse. Describing the most useful horses for
business, the best for the road; also valuable recipes for
diseases peculiar to the horse. Price 10 cents. For sale by all
newsdealers in the United States and Canada, or sent to your
Box 2730.
HOW TO MAKE AND USE ELECTRICITY.—A description of the
wonderful uses of electricity and electro-magnetism, together
with full instructions for making Electric Toys, Batteries, etc.
By George Trebel, A.M., M.D. Containing over fifty
illustrations. Price 10 cents. For sale by all newsdealers in the
United States and Canada, or sent to your address, postage
free, on receipt of price. Address Frank Tousey, publisher, 34
and 36 North Moore Street, New York. Box 2730.
HOW TO EXPLAIN DREAMS.—Everybody dreams, from the little
child to the aged man and woman. This little book gives the
explanation to all kinds of dreams, together with lucky and
unlucky days, and “Napoleon’s Oraculum,” the book of fate.
For sale by every newsdealer in the United States and
Canada. Price 10 cents, or we will send it to your address,
postage free, on receipt of price. Frank Tousey, publisher, 34
and 36 North Moore street, New York. Box 2730.
HOW TO PLAY GAMES.—A complete and useful little book,
containing the rules and regulations of Billiards, Bagatelle,
Backgammon, Croquet, Dominoes, etc. Price 10 cents. For
sale by all newsdealers in the United States and Canada, or
sent to your address, postage free, on receipt of price. Frank
Tousey, publisher, 34 and 36 North Moore street, New York.
Box 2730.
HOW TO MAKE LOVE.—A complete guide to love, courtship, and
marriage, giving sensible advice, rules and etiquette to be
observed, with many curious and interesting things not
generally known. For sale by all newsdealers, price 10 cents,
or sent, postage free, upon receipt of price. Frank Tousey,
publisher, 34 and 36 North Moore street, New York. Box 2730.
HOW TO BEHAVE.—Containing the rules and etiquette of good
society and the easiest and most approved methods of
appearing to good advantage at parties, balls, the theater,
church, and in the drawing-room. Price 10 cents. For sale by
all newsdealers, or sent, postage free, on receipt of price.
Address Frank Tousey, publisher, 34 and 36 North Moore
street, New York. Box 2730.
HOW TO RAISE DOGS, POULTRY, PIGEONS AND RABBITS.—A
useful and instructive book. Handsomely illustrated. By Ira
Drofraw. Price 10 cents. For sale by all newsdealers in the
United States and Canada, or sent to your address, post-paid,
on receipt of price. Address Frank Tousey, publisher, 34 and
36 North Moore street, New York. P. O. Box 2730.
HOW TO KEEP HOUSE.—It contains information for everybody,
boys, girls, men and women; it will teach you how to make
almost anything around the house, such as parlor ornaments,
brackets, cements, æolian harps, and bird lime for catching
birds. Price 10 cents. For sale by all newsdealers in the
United States or Canada, or sent to your address, post paid,
on receipt of price. Address Frank Tousey, publisher, 34 and
36 North Moore Street, New York. Box 2730.
HOW TO RECITE AND BOOK OF RECITATIONS.—Containing the
most popular selections in use, comprising Dutch dialect,
French dialect, Yankee and Irish dialect pieces, together with
many standard readings. Price 10 cents. For sale by all
newsdealers in the United States and Canada, or sent to your
Box 2730.
THE BOYS OF NEW YORK MINSTREL GUIDE AND JOKE BOOK.
—Something new and very instructive. Every boy should
obtain this book, as it contains full instructions for organizing
an amateur minstrel troupe, and will cost you but 10 cents.
For sale by all newsdealers in the United States or Canada, or
sent to any address, postage free, on receipt of price.
Address Frank Tousey, publisher, 34 and 36 North Moore
Street, New York. Box 2730.
HOW TO MAKE CANDY.—A complete hand-book for making all
kinds of candy, ice-cream, syrups, essences, etc. Price 10
cents. For sale by all newsdealers in the United States and
Canada, or sent to any address, postage free, on receipt of
price. Address Frank Tousey, publisher, 34 and 36 North
Moore Street, New York. Box 2730.
The Funniest Stories Ever Written
ARE PUBLISHED WEEKLY IN
The 5 Cent Comic Library.
ISSUED EVERY SATURDAY.

Ask Your Newsdealer to Save You a Copy Every Week.
THE FOLLOWING STORIES HAVE ALREADY BEEN PUBLISHED:

1. Two Dandies of New York; or, The Funny Side of by Tom
Everything, Teaser
2. Cheeky Jim, the Boy From Chicago; or, Nothing Too by Sam
Good for Him, Smiley
by Tom
3. Gymnastic Joe; or, Not a Bit Like His Uncle,
Teaser
by Peter
4. Shorty; or, Kicked Into Good Luck,
Pad
by Sam
5. Mama’s Pet; or, Always In It,
Smiley
by Peter
6. Tommy Bounce, the Family Mischief,
Pad
7. Dick Quack, the Doctor’s Boy; or, A Hard Pill To by Tom
Swallow, Teaser
by Peter
8. Shorty in Luck,
Pad
WONDERFUL STORIES ABOUT

FRANK READE, JR., THE GREAT INVENTOR,
Are Published Weekly in the
FRANK READE LIBRARY.
Price 5 Cents. Issued Every Saturday.

YOU CAN BUY A COPY AT ANY NEWSDEALER’S.
THE FOLLOWING STORIES HAVE ALREADY BEEN PUBLISHED:
1. Frank Reade, Jr., and His New Steam Man; or, The by
Young Inventor’s Trip to the Far West, “Noname”
2. Frank Reade, Jr., With His New Steam Man in No by
Man’s Land; or, On a Mysterious Trail, “Noname”
3. Frank Reade, Jr., With His New Steam Man in Central by
America, “Noname”
4. Frank Reade, Jr., With His New Steam Man in Texas; by
or, Chasing the Train Robbers, “Noname”
5. Frank Reade, Jr., With His New Steam Man in Mexico; by
or, Hot Work Among the Greasers, “Noname”
6. Frank Reade, Jr., With His New Steam Man Chasing a by
Gang of “Rustlers;” or, Wild Adventures in Montana, “Noname”
7. Frank Reade, Jr., and His New Steam Horse; or, The
by
Search for a Million Dollars. A Story of Wild Life in New
“Noname”
Mexico,
8. Frank Reade, Jr., With His New Steam Horse Among by
the Cowboys; or, the League of the Plains, “Noname”
9. Frank Reade, Jr., With His New Steam Horse in the by
Great American Desert; or, The Sandy Trail of Death, “Noname”
10. Frank Reade, Jr., With His New Steam Horse and the by
Mystery of the Underground Ranch, “Noname”
The Greatest Detective Stories Ever Written

ARE PUBLISHED WEEKLY IN THE
YOUNG SLEUTH LIBRARY.
Price 5 Cents. Issued Every Saturday.

YOUR NEWSDEALER HAS A FULL SUPPLY.
The Following Have Already Been Published:
1. Young Sleuth; or, The Inspector’s Right Hand Man.

2. Young Sleuth in Chinatown; or, The Mystery of an Opium
Den.
3. Young Sleuth on the Rail; or, Working Against the Train
Robbers.
4. Young Sleuth and the Beautiful Actress; or, The Diamond
Thieves of New York.
5. Young Sleuth’s Best Bargain; or, $20,000 for One Night’s
Work.
6. Young Sleuth’s Night Trail; or, The Slums of New York.
7. Young Sleuth Behind the Scenes; or, The Keen Detective’s
Great Theater Case.
8. Young Sleuth and the Widow in Black; or, Tracking a Child
Stealer of New York.
All the above libraries are for sale by all newsdealers in the United
States and Canada, or sent to your address, post paid, on receipt of
price by
Box 2730. FRANK TOUSEY, Publisher, 34 & 36 North
Moore Street, New York.
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3. Which of the following is not a basic concept of the life-span view?

7. Which approach to intelligence emphasizes scores on standardized tests?

12. Which of the following is not a primary mental ability?

18. Knowledge acquired through experience and education constitutes

22. In general, crystallized and fluid intelligence show

26. Evidence concerning crystallized and fluid intelligence shows that

30. Which of the following is not a moderator of intellectual change?

37. The purpose of Project ACTIVE was to study

48. Traditional scientific reasoning is an example of which aspect of formal operations?

49. Which of the following is the correct sequence of Piaget’s stages?

52. Which of the following is not a characteristic of formal operations?

53. Research on developmental trends in formal operations shows that

60. One potential danger of relativistic thinking is that it can lead to

61. Research on emotion and thought processes has concluded that

62. Reasoning about highly emotionally charged dilemmas

69. Crystallized intelligence is an example of

70. Research on practical problem solving shows that

73. Which of the following statements best describes expertise?

77. Research on wisdom shows that it is most associated with

78. Research on age differences in wisdom shows that

80. theorists are interested in individual differences and plasticity in intelligence.

ANSWER: cognition as basic processes

ANSWER: psychometric approach

ANSWER: cognitive-structural approach

88. are independent abilities within psychometric intelligence based on different

ANSWER: Primary mental abilities

89. Crystallized and fluid intelligence are examples of mental abilities.

ANSWER: concrete operational

92. thought is similar to using the scientific method.

ANSWER: postformal thought

ANSWER: Higher socioeconomic status, exposure to stimulating environments, taking advantage

100. Briefly describe Piaget's four stages of cognitive development.

103. Are there age-related differences in problem solving? Explain.

With the coming of darkness the curious phenomena of the valley

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