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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
603
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Total Assessment Guide Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
604
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
605
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
606
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Understand different approaches to studying the genetic basis of intelligence.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Analyze the meaning of group level differences in intelligence scores.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
607
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
608
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Analyze the meaning of group level differences in intelligence scores.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
609
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
610
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
611
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
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
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Rationale: Validity is the degree to which a test actually measures the trait or ability it is intended to
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
Objective: Understand the relationship between reliability and validity in testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
613
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Understand the relationship between reliability and validity in testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Understand the relationship between reliability and validity in testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
% correct 87 a= 9 b= 0 c= 87 d= 5 r = .50
614
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Understand the relationship between reliability and validity in testing.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
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.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
615
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
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. Standardization
allows for comparisons across individuals—a critical component of testing.
Diff: 2
Skill: conceptual
Objective: Understand the purpose of standardization and norms in intelligence testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
616
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
617
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
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
Rationale: Binet and Simon used the concept of mental age, the average or typical test score for a specific
chronological age, to measure academic achievement.
Diff: 1
Skill: Factual
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.2c—Recognize major historical events, theoretical perspectives, and figures in psychology
and their link to trends in contemporary research.
618
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.2c—Recognize major historical events, theoretical perspectives, and figures in psychology
and their link to trends in contemporary research.
% 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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.2c—Recognize major historical events, theoretical perspectives, and figures in psychology
and their link to trends in contemporary research.
619
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Rationale: The original formula for calculating the intelligence quotient (IQ) was mental age ÷ chronological
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
620
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Rationale: The original formula for calculating the intelligence quotient (IQ) was mental age ÷ chronological
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.2c—Recognize major historical events, theoretical perspectives, and figures in psychology
and their link to trends in contemporary research.
621
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 9: Intelligence, Aptitude, and Cognitive Abilities
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Know the key terminology associated with intelligence and intelligence testing.
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.
APA SLO (2013): 1.1a—Use basic psychological terminology, concepts, and theories in psychology to explain
behavior and mental processes.
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
Objective: Apply the concepts of test standardization and norms to make judgments about specific test scores.
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.
APA SLO (2013): 1.3a—Describe examples of relevant and practical applications of psychological principles to
everyday life.
622
Copyright © 2015 Pearson Education, Inc. All rights reserved.
Another random document with
no related content on Scribd:
todas son cómodamente accesibles por algún costado. Y la prueba
de que este atalaje debe servir de mucho al tourista para sus
exploraciones, es que el nuestro, aunque le lleva á cuestas, no
camina á pie, ni come de la fiambrera, ni duerme al socaire de los
torreones; antes aprovecha el mullido vagón de primera hasta donde
le conviene, y luego la diligencia, y hasta los caballejos y carros del
país, como hacemos los hombres vulgares, y las fondas y las
tabernas y los figones. Luego la mochila y el báculo y los
borceguíes, que evidentemente no sirven para lo que en rigor
significan, tienen alguna virtud de carácter, que atrae, combina y
depura todo lo que va buscando en sus peregrinaciones un erudito á
la flamante usanza, cuando con ellos carga, como con el fardo de
sus pecados. Que es lo que yo quería demostrar, recelándome
alguna observación maliciosa de tal ó cual lector demasiado
montañés.
Y ahora continúo diciendo que este ilustrado mortal, en los ratos que
le dejan libres sus baños, sus abstracciones solitarias, sus
discreteos públicos, sus inscripciones poéticas en los arenales, en
las rocas duras y hasta en los troncos resinosos de los Pinares,
escribe correspondencias á un periódico de Madrid, que las
agradece mucho y quizá las paga.
La última que yo leí impresa, después de haberla leído el autor
manuscrita y recién nacida, á sus bellas contertulias, decía, entre
otras muchas cosas, plus minusve, lo siguiente:
Éstos son dos, y cada uno de ellos pudiera pedir un cuadro aparte;
pero es de saberse que siempre que trato de sacarlos del fondo de
mi cartera, al tirar del uno hacia arriba, sale enredado el otro con él;
de donde yo deduzco que son tal para cual, y uno en esencia,
aunque dos en la forma.
Tiro, pues, de ellos, agarrando á tientas, y ahí tienen ustedes al
primero.
Convengamos en que es mozo de gran estampa. Pedrusco en el
anillo que recoge los dos ramales de su chalina; pedruscos en los
dedos; pedruscos en el pecho y pedruscos hasta en la leontina;
flamante vestido de lanilla; leve pajero muy tirado sobre los ojos;
éstos de mirada firme, pero no muy noble; largo cigarro en retorcida
y caprichosa boquilla; la siniestra mano en el correspondiente
bolsillo del pantalón, y en la diestra, flexible junco.
Sin embargo, aunque sus ojos son negros, y negras las anchas
relucientes patillas, y es regular su boca, y blanca su dentadura y
alta su talla, no puede decirse de él que es lo que ordinariamente se
llama una buena figura. Mirada más al pormenor, tiene juanetes en
los pies, ásperas y muy gruesas las manos, demasiada redonda la
cara y muy destacados los pómulos. Además, carece su persona de
ese aire de que todos hablamos, que todos conocemos á la legua,
pero que nadie sabe definir, y al que, por darle algún nombre, se
llama vulgarmente buen aire, ó aire distinguido; cuya falta es, sin
duda, la causa de que, á pesar de su pedrería, que relumbra mucho,
y de su boquilla, que sin cesar ahúma, pase este mozo enteramente
inadvertido, como figura vulgar é insignificante.
Anda con parsimonia lo poco que anda, como hombre que no lleva
prisa ni se preocupa de cuanto le rodea mientras va andando.
Se lee más en su frontispicio cuando está parado á la puerta del
café, de una iglesia, del teatro, ó de la plaza de toros, que siempre
son sus sitios de parada y para los cuales ha nacido, como la
estatua para el pedestal. Arrimado á las jambas de una puerta,
flagelándose una pernera con el junquillo, lanzando de la boca
espirales de humo y dignándose apenas fijar la vista en los que
entran ó en los que pasan, precisamente cuando su cuerpo revela
más soltura y lucen en sus ojos chispas de inteligencia. Al verle
pegado á esas puertas, siempre que al otro lado de ellas se oye el
rumor y hasta se huele el tufillo de las muchedumbres emparedadas
(pues es de advertir que jamás se arrima á puerta que no encierre
mucha gente), cualquiera pensaría que el ruido le aturde, que el
calor le marea y las estrecheces le sofocan; y, sin embargo,
deteniendo sobre él un poco la curiosidad, puede observarse que
siempre se le ocurre entrar cuando los demás comienzan á salir,
como si las apreturas fueran su deleite y hallara en rozarse con
pechos y solapas un atractivo irresistible.
Obsérvase también que, por lo común, es de noche más activo que
de día. Su andar es más resuelto entonces; y si á la luz del sol le
gustan los sitios más públicos y concurridos, á la del gas prefiere las
calles más solitarias y sombrías, en alguna de las cuales suele
desaparecer por largas horas.
Llega á Santander días antes de los de ferias y toros; pero ni él
mismo sabe fijar la época de su marcha, porque ésta depende, á
menudo, de los agentes de la autoridad, que pueden echarle la
mano encima, en el momento en que él pone la suya sobre el reló
de su prójimo, ó está en un garito tirando el pego á dos docenas de
incautos á quienes va desvalijando con el auxilio de otros
camaradas de oficio, ó tanteando los intestinos de la ciudad para
buscar una salida por los fondos de la caja del Banco...
Y aquí asoma ahora, lector, el otro tipo, enlazado, por estas
profundidades, á la figura de la cual voy tirando para mostrártela en
todas sus principales actitudes. Hablemos de él, pues que se
empeña, como si fuera un miembro del otro cuerpo, ó una cereza
del mismo ramillete.
Viene á veranear mucho antes que el otro, y con un pelaje bien
diferente. Su tipo es el de un caballero que ha venido á menos.
Negra la raída levita, negra la deshilada corbata, negros los
relucientes pantalones, negras las puntas que se ven de su chaleco,
negra la descuidada barba, negros los ásperos mechones de su
pelo y negras las puntas afiladas de sus luengas uñas. En esta
figura no hay nada que blanquee: ni siquiera la camisa. Los únicos
puntos menos obscuros de este veraniego nubarrón, son dos puntos
pardos, ni siquiera grises: los zapatos y el sombrero.
No busquéis esta figura entre los recodos de apartada callejuela,
huyendo avergonzada de los resplandores de la luz, ó temiendo
manchar con su contacto la brillante librea de los capitalistas; ni
tampoco en obscuro taller, encorvado sobre la tosca herramienta
para ganar, con un trabajo, extraño quizá á sus hábitos y
procedencia, un miserable pedazo de pan; ni en la estrechez de una
buhardilla, repartiendo ese mendrugo entre una esposa y unos niños
extenuados por el hambre y envejecidos por la miseria y por las
lágrimas. Si de ese grupo fuera esta figura, yo no profanara su
augusta miseria presentándola en esta breve galería de debilidades
risibles y aun de cosas abominables. Buscadla, pues, entre la
engalanada concurrencia de calles y paseos, haciendo de su
mugriento equipaje una desvergonzada protesta, y lanzando
punzantes miradas sobre los que pasan, como si le debieran la
camisa limpia, las botas nuevas ó el gabán sin manchas.
Si con esta luz no columbráis aún el tipo, os apuntaré otro dato que
necesariamente ha de iluminar vuestra memoria.—Durante lo más
recio de un chubasco estival, de ésos cuyas gotas pesan, cada una,
medio cuarterón, y después de saltar de rebote hasta los balcones,
convierten las calles en torrentes; cuando las losas relucen, y el
tránsito cesa, y comienzan las ratas á asomar por los sumideros
huyendo de la inundación, y los chicos las apedrean, y la gente,
pegada á las fachadas, porque ya están llenos de ella los portales y
las tiendas, silba y aplaude y ríe á carcajadas celebrando las
corridas, y asoman cabezas por los entresuelos, y hierven, hasta
levantar la tapadera, las alcantarillas del Correo, y se inunda la calle
de San Francisco; cuando todo esto y mucho más sucede, un solo
mortal atraviesa impávido la Plaza Vieja, ó marcha Muelle adelante
por la acera del mar, sin paraguas, en chancletas, con las manos en
los bolsillos, y, por toda precaución, la cabeza muy hundida entre los
hombros. Pues ése es.
Probablemente habréis recibido alguna vez su visita. Es hombre que
hace muchas, recién llegado.
Un día os anuncia la inexperta fámula que ha llamado á la puerta un
caballero que desea hablaros. Con tal anuncio, la decís que le
introduzca en lo más sagrado de la casa; y cuando acudís á
recibirle, os le halláis, como la estatua del desconsuelo, con las
manos cruzadas sobre el cóncavo vientre, el sombrero entre las
manos, y la mirada tangente á las fruncidas cejas y fija en vuestra
mirada.
—Cabayero—os dice con voz trémula y un poquillo de olor á
aguardiente:—un desgraciado, con su señora enferma y siete
criaturas... sin hogar, sin un pedazo de pan que llevar á sus
inocentes labios, implora el auxilio de su generoso corazón.
—¿Quién es ese desgraciado?—le preguntáis, por preguntarle algo,
antes de plantarle en la escalera.
—Un servidor de usted, que no hace mucho ocupó una briyante
posición social. Pero los acontecimientos políticos...
—¿Era usted de los del presupuesto?
—¡Jamás, cabayero!... Me estimaba demasiado para eso. Yo era
rentista.
—¡Hola!
—Sí, señor: tenía todo mi capital en los fondos públicos.
—Lo creo.
—Y con estas bajas tan atroces, á consecuencia de la intranquilidad
en que tienen al país estos gobiernos...
—Y á mí ¿qué me cuenta usted?
—¡Ah, cabayero!... Yo quisiera una ocupación honrosa para
ganarme el sustento.
—Pues tómela usted, si hay quien se la ofrezca.
—Tras eso ando, cabayero; y mientras la hayo en alguna parte,
quisiera merecer de usted la atención de veinticinco pesos que
necesito para que tome los baños mi señora, y para que no me
arroje el tigre del casero, desde la miserable buhardiya en que ahora
vivo, hasta la ignominia de un hospital. Crea usted, cabayero, que la
fortuna da muchas vueltas; espero volver á lo que fuí, y no perderá
usted un cuarto de su préstamo.
Al llegar aquí la historia, se os acaba la paciencia; le dais media
peseta, por no darle un puntapié, y se larga tan ufano, haciendo
reverencias y mirando, con preferente curiosidad, todo lo que es
puerta ó pasadizo.
Estas visitas son, como si dijéramos, las generales de la ley. Pero
hace también otras, bastante más productivas, aunque no tan
frecuentes.
Pinto el caso.—Comienza á hablarse mucho en el pueblo de que la
va á haber, lo cual, como ustedes saben, sucede cada verano. De
mí sé decir que, desde que tengo barbas, no recuerdo uno en que
no se haya dicho:—«¡Oh! lo que es de ésta, se arma la gorda, y no
va á quedar títere con cabeza. Me consta por esto y por lo de más
allá». También es otro hecho innegable que nunca faltan almas
cándidas que dan entero crédito á estos rumores, ni hombres
vehementes que se hallan dispuestos á echar el sombrero al aire y
hasta una mano al negocio, si hay quien sepa colocársele á
conveniente distancia. Excuso decir que en cada verano aparece
esta señora Gorda con diferente tocado, y que nada le queda ya en
el ramo que lucir, desde el gorro frigio hasta la boina.
Pues uno de estos hombres, ó una de aquellas almas, es quien
recibe la visita del ex-rentista cuando más en punto de caramelo
andan los rumores públicos; pero, aunque raído y mal trajeado el
visitante, no se compunge ni encorva en la visita; antes se presenta,
si bien comedido y muy atento, con gran desenvoltura y buen
talante, como quien más ha de ofrecer que recibir.—Entonces es el
hombre iniciado en los grandes secretos de la conspiración; viene
del extranjero, donde aquélla se fragua, y va de paso para uno de
los puntos de más peligro el día de la batalla. Sabe que el
emperador de allí, ó el comité de acullá, ó el Gran Oriente del otro
lado (según el color que tenga la Gorda), ha hecho á la causa un
anticipo de doscientos millones. Hay metidos en el ajo quince
batallones, treinta generales, ocho fragatas de guerra y el presidente
del Consejo de Ministros. El grito se dará en tal parte al salir la gente
de tal espectáculo. Toda España está hecha un reguero de pólvora,
y sólo falta, para que arda, arrimar la mecha. El triunfo, pues, es
seguro y muy pronto. Él ha pasado la frontera con grandes
precauciones, y á pie, por lo cual está tan desarrapado. No trae
credenciales ni papeles de ninguna clase, por no comprometer con
ellos la «alta misión» que se le ha encomendado; pero sí el encargo
especialísimo para el visitado, de parte del personaje bajo cuya
dirección se hace el fregado, de decirle que se cuenta con él, con su
patriotismo, con sus influencias, para animar el espíritu del partido
en esta ciudad, reunir los dispersos elementos, etc., etc. Antes de
tres días saldrá el emisario para Madrid, donde ha de recibir
cuarenta mil duros para ciertas atenciones de la causa. Entretanto,
necesita que los partidarios de Santander le proporcionen, siquiera,
la miseria de dos mil reales para el viaje y comprar á un maquinista
del tren que ha de despeñar un batallón que debe salir de aquí, por
ferrocarril, dentro de unos días, á sofocar el alzamiento que tendrá
lugar en los confines de la provincia.
Y el pobre hombre que escucha, devora hasta con los ojos, no ya
con los oídos y la boca, las palabras del mugriento, y le da una
convidada, y se echa á la calle, y revuelve á sus correligionarios, les
cuenta lo que le han dicho, les saca los cuartos, reúne los dos mil
reales más otros quinientos que él pone de su bolsillo, como en
correspondencia al alto concepto que de él ha formado Su
Excelencia, y se vuelve á casa tan convencido del inmediato triunfo
del partido, que le falta muy poco para subir á la del Gobernador y
aconsejarle que deje el mando por buenas, antes que se le quiten
los suyos á linternazos. ¿Necesito pintar el afán con que el bolonio
entrega el dinero recaudado y el placer con que lo recibe el
descamisado bribón?...
Algunos días después de éstas y otras análogas, aunque no tan
productivas fazañas, se oye decir que la policía ha hecho una
redada de ladrones que intentaban robar el escritorio del señor de
Tal, ó la caja del Banco.
—Y ¿quiénes eran?—pregunta uno de esos curiosos que se creen
en la obligación de conocer á todo el mundo.
—Pillería de Madrid—responde el preguntado.—Pero á dos de ellos
quizá los conozca usted. El uno es un farsantón, de gran fachada,
que se pasaba los días arrimado á las puertas de los cafés; el otro,
sucio, raído y descamisado, probablemente le habrá visitado á usted
para pedirle un anticipo de veinticinco duros.
Los de marras, lector.—Bien dije yo que estos mozos eran tal para
cual.
Fáltame añadir que, á pesar de esta quiebra del oficio, que, por de
pronto, los lleva á la cárcel pública, si no en el mismo verano, al
siguiente, y antes que los frutos de sus mieses lleguen á punto de
sazón, ya los tenemos acá otra vez, preparándose para recoger su
agosto.
¡Oh sabias y protectoras leyes de la patria!
EL BARÓN DE LA RESCOLDERA