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Chapter 7: Intelligence, Thought, and Language
MULTIPLE CHOICE
1. ____ focuses on the development of psychological tests.

a. Forensic psychology c. Personality psychology
b. School psychology d. Psychometrics
ANS: D PTS: 1 DIF: Bloom's: Remember
REF: 7.1 Introduction, Textbook | Reading - Psychometrics, Online
OBJ: LO1 Describe psychometrics. MSC: TYPE: Easy
2. If your cousin told you she was in psychometrics, what would she be most likely doing in her career?
a. developing psychological tests measuring personality traits
b. studying the causes of schizophrenia
c. providing counseling to displaced factory workers
d. designing better instrumentation panels for aircrafts
ANS: A PTS: 1 DIF: Bloom's: Remember
3. A psychologist employed by a company that develops and publishes intelligence and personality tests
is most likely to have a degree in:
a. child development c. psychometrics
b. basic research d. clinical psychology
ANS: C PTS: 1 DIF: Bloom's: Understand
4. Which of the following is not a major question for psychologists as they measure intelligence?
a. how to define intelligence
b. how to explain intelligence test scores to the general public
c. how to construct a test to measure intelligence
d. how to explain intelligence
ANS: B PTS: 1 DIF: Bloom's: Understand
REF: 7.2 Defining Intelligence, Textbook
OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multiple-
intelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory.
MSC: TYPE: Easy
5. The ____ approach to intelligence is characterized by a focus on measuring the cognitive factors or
abilities that make up intellectual performance.
a. psychometric c. triarchic theory
b. information processing d. Binet-Simon
ANS: A PTS: 1 DIF: Bloom's: Understand
intelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory.
MSC: TYPE: Easy
193
6. What historical figure is most closely associated to the two-factor theory of intelligence?
a. Clarence Thomas c. Alfred Binet
b. Charles Spearman d. Lewis Terman
ANS: B PTS: 1 DIF: Bloom's: Remember
REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online
intelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC:
TYPE: Easy
7. Charles Spearman’s two-factor theory says that intelligence is a:

a. combination of general factor (g) plus specific mental abilities (s)
b. group of separate and equally important mental abilities
c. set of processes for solving problems
d. combination of biological functions of the brain and nervous system
TYPE: Easy
8. The most generally agreed upon aspects of intelligence are:

a. creativity, verbal ability, and memory
b. social competence, memory, and mathematical ability
c. problem-solving skills, motivation, and memory
d. general intelligence and specific factors
ANS: D PTS: 1 DIF: Bloom's: Understand
TYPE: Easy
9. General intelligence, or g, correlates positively with:

a. math skills c. social skills
b. athletic success d. academic performance
TYPE: Medium
10. Charles Spearman developed the ____ theory, which termed the general intelligence factor as “g” and
specific factors as “s.”
a. multiple-factor c. information processing
b. triarchic d. two-factor
TYPE: Easy
194
11. The two-factor theory divides intelligence into:
a. verbal skills and math skills
b. spatial abilities and movement abilities
c. general intelligence and specific abilities
d. insight about the self and insight about others
ANS: C PTS: 1 DIF: Bloom's: Remember
TYPE: Easy
12. Which of the following is a disadvantage to the two-factor theory of intelligence?

a. The single intelligence score is not predictive of anything.
b. It does not take into account other kinds of intelligence.
c. People get credit for being intelligent in several different domains.
d. The intelligence quotient (IQ score) is based on a general intelligence factor.
TYPE: Medium
13. Howard Gardner defines intelligence as composed of:

a. an overall mental ability c. many separate mental abilities
b. a few dependent mental abilities d. analytical and logical thinking
REF: 7.2 Defining Intelligence, Textbook | Reading - Multiple Intelligence Theory, Online
TYPE: Easy
14. Spearman is to Gardner as ____ is to ____.

a. multiple; single c. triarchic; multiple
b. single; multiple d. multiple; triarchic
TYPE: Medium
195
15. For Sternberg, intelligence is measured by:
a. analyzing the steps that people take in solving problems
b. asking people to define various types of words
c. how well they do in academic settings
d. the activation of neural assemblies in the cerebral cortex
TYPE: Medium
16. Robert Sternberg’s triarchic theory focuses on the three:

a. types of IQ testing procedures
b. ways of gathering and processing information
c. forms of emotional expression
d. parts of the brain used for memory
REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online
TYPE: Easy
17. The triarchic theory focuses on the three aspects of intelligence. Which of the following is not among
the three as presented in the textbook?
a. analytical c. affective
b. problem solving d. practical
TYPE: Easy
18. The triarchic theory approach to intelligence emphasizes the:

a. machine-like efficiency with which our computer minds crunch numbers and sort data
b. cognitive processes people use to solve problems
c. biological changes in the brain and nervous system that result from information input
d. single core ability on which all related intellectual skills are based
TYPE: Medium
196
19. You take part in a study in which you are asked to talk out loud as you solve a series of difficult
problems. The researcher takes notes on your strategies in order to study the mental processes you use
to solve various problems. This researcher is using the ____ approach to the study of intelligence.
a. behavioral c. psychometric
b. humanistic d. triarchic
ANS: D PTS: 1 DIF: Bloom's: Analyze
TYPE: Medium
20. Robert Sternberg’s triarchic theory has the advantage of:

a. giving credit to people for abilities that are not normally measured by standard tests of
intelligence
b. explaining differences in intelligence between people
c. stressing affective factors
d. identifying parts of the brain that are involved in critical thinking
TYPE: Medium
21. Which of the following is a disadvantage to the triarchic approach?

a. It does not give people credit for being intelligent in multiple ways.
b. It ignores the influence that problem-solving skills have on overall intelligence.
c. Only a few tests are available to measure the various ways that people think.
d. There is no consideration of analytical thinking.
TYPE: Medium
22. What is the ability to perceive emotions accurately, to take feelings into account when reasoning, to
understand emotions, and to regulate or manage emotions in oneself and others?
a. psychometric c. general factor
b. emotional intelligence d. information processing
REF: 7.2 Defining Intelligence, Textbook | Video - Emotional Intelligence, Online
TYPE: Medium
197
23. Why has the concept of “g” remained so popular among psychologists?
a. “g” takes into account musical, athletic, and creative forms of intelligence.
b. The research clearly shows the idea of multiple intelligences is not valid.
c. Most of the research on intelligence is based on the psychometric approach.
d. The multiple-intelligence theory is widely accepted.
TYPE: Medium
24. Based upon observations, Galton concluded that intelligence could be measured by assessing:
a. head size c. responses to inkblots
b. reaction to a puzzle box d. reading comprehension
REF: 7.3 Measuring Intelligence, Textbook
OBJ: LO3 Summarize the historical background of measuring intelligence.
MSC: TYPE: Easy
25. Francis Galton attempted to determine the relationship between ____ and ____.
a. brain size; IQ
b. reaction to a puzzle box; IQ
c. responses to inkblots; head size
d. head size; students’ grade point averages
MSC: TYPE: Easy
26. Binet believed that intelligence was ____ and that it could be measured by ____.
a. a general ability; putting the individual into novel situations
b. a collection of mental abilities; assessing a person’s ability to perform cognitive tasks
c. a collection of mental abilities; reaction time
d. genetic; assessing a person’s skull size
MSC: TYPE: Medium
27. ____ gives an indication of a child’s intelligence by comparing her score on an intelligence test to the
scores of average children her same age.
a. Intellectual age c. Mental age
b. Cognitive age d. Formula age
MSC: TYPE: Easy
198
28. Bethany has a mental age of 5. This means that she must:
a. be 5 years of age
b. have answered intelligence test items that could be answered by an average 5-year-old
c. have answered at least half of the intelligence items considered appropriate for the average
6-year-old
d. have an intelligence level that matches her chronological age
ANS: B PTS: 1 DIF: Bloom's: Apply
MSC: TYPE: Medium
29. The average fourteen-year-old will have a ratio IQ score of:

a. 80 c. 120
b. 100 d. impossible to calculate
OBJ: LO4 Describe the IQ formula. MSC: TYPE: Easy
30. If you were to take a contemporary intelligence test, your IQ score would actually be called:
a. interval IQ c. ratio IQ
b. nominal IQ d. deviation IQ
OBJ: LO4 Describe the IQ formula. MSC: TYPE: Easy
31. Professor Lundberg starts his lecture with, “Today, we are going to examine psychometrics.” Which of
the following props is Professor Lundberg most likely to have brought to class with him today?
a. William James’ early writings c. a model of the brain
b. a video on Sigmund Freud d. the Wechsler Adult Intelligence Scale
ANS: D PTS: 1 DIF: Bloom's: Apply
OBJ: LO5 Describe the Wechsler Intelligence Scales. MSC: TYPE: Easy
32. Of the following, which test is the most widely used IQ test today?
a. Multiple Intelligence Test c. Wechsler Adult Intelligence Scale
b. Binet-Simon Intelligence Test d. Stanford-Binet test
33. The current version of the Wechsler Adult Intelligence Scale consists of items that assess:
a. verbal and performance skills
b. general intelligence and specific abilities
c. analytical and logical thinking skills
d. practical thinking and problem-solving abilities
199
34. You have recently had your handwriting analyzed to measure your intelligence. Much to your surprise,
handwriting analysis is usually:
a. as good as the Wechsler intelligence scales
b. no better than a good guess
c. as good as the Simon-Binet scale
d. a reliable and valid measure of intelligence
OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.
MSC: TYPE: Easy
35. If a test measures what it is supposed to be measuring, then we can say that the test is:
a. reliable c. valid
b. consistent d. organic
MSC: TYPE: Easy
36. This question measures your understanding of an important concept in an intelligence test because it is
designed to. This refers to the question’s:
a. validity c. practical nature
b. reliability d. clarity
MSC: TYPE: Easy
37. How could a test’s validity be checked?

a. Let subjects take the test several times within one month.
b. Correlate subjects’ scores with their scores from a test with proven validity.
c. Some subjects take the first half of the test and others take the second half and then the
scores are compared.
d. Develop two versions of the same test and examine the correlation between the two scores.
MSC: TYPE: Difficult
38. A test is said to be reliable if it:

a. measures what it is supposed to measure
b. gives consistent results for any given person
c. tests many different abilities
d. does not show racial and ethnic differences in scores
MSC: TYPE: Easy
200
39. “Each time I enter this command on my computer, it does different things.” This person ought to toss
this computer because it has low:
a. heritability c. reliability
b. validity d. distribution
MSC: TYPE: Easy
40. A psychologist tries out a new intelligence test on a child. One month later, she administers the same
test to the same child and finds little correlation between the two administrations of the test. In testing
terminology, it would be said that the test is:
a. context-dependent c. unreliable
b. sensitive d. invalid
MSC: TYPE: Medium
41. A normal distribution is one in which:

a. the majority of scores are high c. the majority of scores fall in the middle
b. the majority of scores are low d. all scores fall in the middle range
OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy
42. If you were to describe a normal distribution as a shape, you would say that it resembles:
a. a bell c. a landslide
b. two evenly elevated hills d. a line slowly moving upward
43. The average IQ score in a normal distribution is:

a. 85 c. 115
b. 100 d. 120
44. Alan has a mild intellectual disability. What can we expect with regard to Alan’s functioning in the
future?
a. Alan will become partially independent, but must still rely upon others for support
b. Alan will learn to read and write and become self-supporting
c. Alan will need custodial care in some kind of institution
d. He will require intensive supervision
201
45. Persons with profound intellectual disabilities have IQs in which of the following ranges?
a. 75 to 105 c. 35 to 50
b. 50 to 75 d. 20 to 40
46. A moderately gifted child has an IQ between:

a. 100-115 c. 130-150
b. 120-135 d. 180-200
47. Which of the following individuals would be classified as “gifted”?

a. Larry, with an IQ score of 100 c. Delaney, with an IQ score of 65
b. Tanner, with an IQ score of 110 d. Katie, with an IQ of 145
OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Medium
48. Which of the following summarizes the debate on the contributions of genetics and environment on
intelligence?
a. heredity-neutral c. nature-nurture
b. neutral-nurture d. nature-neutral
REF: 7.4 Influences on Intelligence, Textbook
OBJ: LO8 Discuss the role of nature and nurture in intelligence.
MSC: TYPE: Easy
49. In the matter of intelligence, the answer to the nature-nurture question is that:
a. twin studies prove the predominance of nurture
b. adoption studies prove the predominance of nature
c. intervention programs show that intelligence is fixed at birth
d. both nature and nurture contribute to the formation of intelligence
MSC: TYPE: Medium
50. The nature-nurture question contemplates the contribution of ____ and ____ to the development of
intelligence.
a. cultural factors; family environment c. skull size; brain size
b. genetic factors; environmental factors d. wealth; education
MSC: TYPE: Easy
202
51. Which family relationship has the most genes in common?
a. identical twins reared together c. siblings raised apart
b. fraternal twins reared together d. fraternal twins reared apart
MSC: TYPE: Easy
52. An “environmental factor” explanation for the racial differences in IQ scores would focus on:
a. hormonal differences c. poverty’s impact
b. genetic differences d. biological factors
REF: 7.4 Influences on Intelligence, Textbook | Reading - Intervention Programs, Online | Reading -
Racial Controversy, Online
MSC: TYPE: Medium
53. The term ____ refers to mental processes that we use to be creative, to form concepts, and to problem
solve.
a. information processing c. cognitive
b. thinking d. behavioral
REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.
MSC: TYPE: Easy
54. The areas of thinking and language are important topics to study in the ____ approach.
a. cognitive c. humanistic
b. psychoanalytic d. behavioral
MSC: TYPE: Easy
55. When we use rules to form and manipulate symbols in order to communicate, we are using:
a. analogies c. language
b. prototypes d. concepts
MSC: TYPE: Medium
56. A “concept” can best be defined as a(n):

a. object that fits a series of prescribed rules
b. idea regarding the solution to a problem
c. novel use for an object or tool
d. way to group items based upon common characteristics
REF: 7.5 Forming Concepts, Textbook | Animation - Concept Formation, Online
OBJ: LO9 Define thinking and concept. MSC: TYPE: Easy
203
57. Concepts are crucial to effective thinking because without concepts, we would:
a. not know the rules for logical thought
b. forget most of what we learn
c. be overwhelmed by apparently unrelated pieces of information
d. lose our motivation to think
REF: 7.5 Forming Concepts, Textbook | Animation - Concept Formation, Online
OBJ: LO9 Define thinking and concept. MSC: TYPE: Medium
58. When you are asked to indicate what Sigmund Freud, Albert Bandura, Abraham Maslow, and Lewis
Terman all have in common, you’re really being asked to form a(n):
a. concept c. hierarchy
b. object rule d. analogy
ANS: A PTS: 1 DIF: Bloom's: Apply
MSC: TYPE: Medium
59. You overhear Brent talking with David. But the only thing you hear is David saying, “They all have
wings.” You ask Brent for a clarification and he says, “A bird, a plane, and a butterfly.” Then you
realize that they’re:
a. talking about transformational rules
b. grouping objects using some common property they all share
c. referring to telegraphic speech
d. overgeneralizing
ANS: B PTS: 1 DIF: Bloom's: Analyze
MSC: TYPE: Medium
60. You are playing a guessing game with a child and you want the child to guess “cat.” You give clues
that the animal has four legs, fur, and whiskers, but the child guesses wrong each time. Then you give
the hint that the animal purrs and the child correctly guesses “cat.” In terms of concept formation, you
supplied the child with a(n):
a. leading clue c. exemplar
b. essential characteristic d. prototype
ANS: B PTS: 1 DIF: Bloom's: Apply
MSC: TYPE: Medium
61. Which of the following is a problem of the exemplar theory of forming concepts?
a. It allows us to better store information in memory.
b. It allows us to identify things without relearning.
c. Exceptions never occur.
d. Listing all the defining properties of a concept is very difficult.
REF: 7.5 Forming Concepts, Textbook
OBJ: LO10 Describe how the exemplar model and prototype theory explain how concepts are
formed. MSC: TYPE: Medium
204
62. An average bird has feathers, bill, and wings. This is consistent with the:
a. set theory c. exemplar theory
b. heuristic theory d. prototype theory
REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.
MSC: TYPE: Easy
63. Bill likes to invent. Today he is inventing a new car. He says to himself, “I can visualize what this new
car should look like. An average car has an engine, wheels, and so on.” His approach to inventing uses
the ____ theory of forming concepts.
a. surface c. prototype
b. heuristic d. set
ANS: C PTS: 1 DIF: Bloom's: Apply
MSC: TYPE: Easy
64. Which of the following is a characteristic of prototype theory?

a. not including exceptions in the list of defining properties
b. listing all of the essential features of an object or event
c. constructing a mental image and seeing if a new object matches this image
d. defining the concept through the use of language and heuristics
MSC: TYPE: Easy
65. An advantage of the prototype theory is that it:

a. allows for quick recognition c. explains babbling in infants
b. allows for exceptions d. allows deductive reasoning
MSC: TYPE: Easy
66. According to the textbook, concepts are easily developed by children because:
a. the attention span for interesting things is much larger in children than in adults
b. parents provide much stimulation to children
c. the brain is innately wired to process different concepts in different locations
d. parents are so willing to name objects and events
MSC: TYPE: Easy
67. One function of concepts is that they allow us to:

a. form heuristics
b. relearn new things
c. more accurately predict how other people will behave
d. group things into categories and then effectively organize them in memory
MSC: TYPE: Easy
205
68. Searching for some rule, plan, or strategy that leads to achieving a goal is called:
a. problem solving c. an availability heuristic
b. mental setting d. divergent thinking
REF: 7.6 Solving Problems, Textbook
OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial
intelligence are different ways of thinking. MSC: TYPE: Easy
69. In problem solving, there are three states. Which of the following is not among the three states?
a. preparation state c. operations state
b. initial state d. goal state
70. According to the textbook, which of the following is the correct order of the states of problem solving?
a. realization state, operations state, culmination state
b. operations state, review state, decision state, goal state
c. goal state, operations state, review state, decision state
d. initial state, operations state, goal state
71. You must calculate your income tax. You carefully follow the instructions to determine the amount.
The instructions act as a(n):
a. representative heuristic c. algorithm
b. artificial rule d. availability heuristic
REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online
intelligence are different ways of thinking. MSC: TYPE: Medium
72. As you review the recipe for chocolate chip cookies, you realize that the recipe is a(n):
a. representative heuristic c. algorithm
b. artificial rule d. availability heuristic
206
73. Rules of thumb or cognitive strategies are known as:
a. framings c. brainstorming
b. heuristics d. prototypes
74. When your friend remarks pessimistically that crime is increasing (“Did you see that gruesome murder
on the news last night?”), you recognize the operation of the:
a. accuracy algorithm c. prototype theory
b. availability heuristic d. self-fulfilling prophecy
ANS: B PTS: 1 DIF: Bloom's: Analyze
75. The inability to see new uses for old objects is called:
a. functional fixedness c. divergent thinking
b. interference d. braindrumming
OBJ: LO13 Describe strategies to solve problems. MSC: TYPE: Easy
76. Functional fixedness is defined as:

a. the ability to transfer old learning to new situations
b. a rule that can be used to solve new problems
c. the inability to see new uses for old objects
d. the inability to use heuristics or algorithms
77. Tom and Allison want to build a play fort. Unfortunately, there is no available lumber for building
material.. The two think about their problem. Suddenly Tom says, “Let’s use the large box that the
new refrigerator came in.” Allison who appears confused argues, “You can’t do that! A box isn’t a
fort.” Tom demonstrates ____ while Allison shows ____.
a. convergent thinking; divergent thinking
b. functional fixedness; analogical thinking
c. insight; functional fixedness
d. anterograde problem-solving; divergent thinking
OBJ: LO13 Describe strategies to solve problems. MSC: TYPE: Medium
207
78. Stan does not realize that his stapler can be used as a paper weight. This is an example of:
a. interference c. linguistic relativity
b. convergent thinking d. functional fixedness
79. After spending hours trying to fix a bug in his computer program, Chris suddenly realizes the solution
by remembering steps his mother took to can beets. This is an example of:
a. functional fixedness c. using an analogy
b. convergent thinking d. overgeneralization
80. A person who solves problems by finding a similarity between a new situation and an old situation is
utilizing:
a. insight c. a deep structure
b. an analogy d. transformational rules
81. Which problem solving strategy breaks the overall problem down into separate parts?
a. forming ill-defined goals c. forming secondary problems
b. forming subgoals d. forming heuristics
82. When doing a research paper, you break up the assignment into the steps of doing library research,
taking notes, making a detailed outline, and writing the paper. This strategy uses:
a. functional fixedness c. an analogy
b. transformational rules d. subgoals
83. A combination of flexibility in thinking and reorganization in understanding to produce innovative

ideas is important in:
a. creative thinking c. definitional theory
b. semantics d. concept formation
REF: 7.6 Solving Problems, Textbook | Reading - Characteristics of Creative People, Online
OBJ: LO14 Explain how creativity is a way of thinking and a problem solving strategy.
MSC: TYPE: Medium
208
84. Which is not an approach to measuring creativity?
a. linguistic c. psychometric
b. case study d. cognitive
MSC: TYPE: Easy
85. If you study creativity using the psychometric approach, you focus on:
a. relative linguistics
b. functional fixedness and insight
c. convergent and divergent thinking
d. divergent thinking and overgeneralization
MSC: TYPE: Medium
86. The definition of creativity involving divergent thinking differs from other definitions in that it:
a. defines creativity in terms of the extent to which a person’s thoughts differ from the norm
b. defines creativity in terms of the extent to which a person’s thoughts produce socially
valued products
c. measures creativity in terms of the speed at which problems are solved
d. measures creativity by the number of possible answers a person can come up with to a
single question
ANS: D PTS: 1 DIF: Bloom's: Analyze
MSC: TYPE: Difficult
87. The method of study that examines a creative person in great depth is called a(n):
a. insight study c. case study
b. biography d. sociopsychological study
OBJ: LO15 Describe the different approaches used to measure creativity.
MSC: TYPE: Easy
88. A common finding in case studies of creative people is:

a. an unwillingness to take risks
b. a history of abuse in childhood
c. that they tend to be creative in some areas but not others
d. a lack of desire to be creative
MSC: TYPE: Easy
209
89. The cognitive approach to creativity focuses on the:
a. convergent thinking of creative people
b. personal histories of creative individuals
c. differences between creative thinkers
d. tools of creative thinking such as mental imagery
MSC: TYPE: Easy
90. The mental process that involves using and applying knowledge to solve problems, make plans or
decisions, and achieve goals is:
a. reasoning c. emotion
b. memory d. language
REF: 7.7 Reasoning and Decision Making, Textbook | Video - Decisions, Decisions!, Online
OBJ: LO16 Describe the deductive and inductive reasoning processes.
MSC: TYPE: Easy
91. Reasoning from particulars to a general conclusion is:

a. reasoning c. inductive reasoning
b. deductive reasoning d. language
REF: 7.7 Reasoning and Decision Making, Textbook | Video - Decisions, Decisions!, Online
OBJ: LO16 Describe the deductive and inductive reasoning processes.
MSC: TYPE: Easy
92. The notion that language determines the way people think and perceive the world is characteristic of:
a. Chomsky’s theory of language acquisition
b. overgeneralization
c. the social learning approach
d. the theory of linguistic relativity
REF: 7.7 Reasoning and Decision Making, Textbook | Reading - Thinking in Two Languages, Online
OBJ: LO18 Explain the theory of linguistic relativity.
MSC: TYPE: Easy
93. A form of communication that has complex rules that are used to make symbols is called:
a. language c. grammar
b. semantics d. morphemes
REF: 7.8 Basics of Language, Textbook OBJ: LO19 Describe the four rules of language.
MSC: TYPE: Easy
210
94. The set of rules that are used to regulate how we combine words in phrases and sentences is called:
a. phonemes c. grammar
b. morphemes d. semantics
MSC: TYPE: Easy
95. The most basic speech sounds of a given language are called:
a. phonemes c. syllables
b. morphemes d. semantics
MSC: TYPE: Easy
96. In the word “sock”, the sound of the “s” is a(n) ____, whereas the use of the “s” to make the word
plural is a(n) ____.
a. overgeneralization; transformational rule
b. concept; unit of grammar
c. syntax; semantic
d. phoneme; morpheme
MSC: TYPE: Medium
97. ____ specifies how we make the meaningful sounds that are used by a particular language.
a. Syntax c. Morphology
b. Grammar d. Phonology
MSC: TYPE: Easy
98. When we correctly combine phonemes into meaningful combinations of sounds and words, we are
using:
a. semantics c. phonology
b. grammar d. morphology
MSC: TYPE: Easy
99. A “morpheme” is defined as a:

a. pronunciation that is not phonetic
b. new word that is formed by combining two existing words
c. child’s common mispronunciation of a word that is not phonetic
d. combination of sounds that have meaning
MSC: TYPE: Easy
211
100. Of the following, which one is not an example of a morpheme?
a. d in dog c. ing in fishing
b. s in cars d. ed in talked
ANS: A PTS: 1 DIF: Bloom's: Apply
MSC: TYPE: Medium
101. The rules that allow us to combine words to make meaningful phrases and sentences is termed:
a. morphology c. syntax
b. phonology d. semantics
MSC: TYPE: Easy
102. The phrase “the red house” in Spanish would be “la casa roja” which means, literally, “the house red.”
This example illustrates that Spanish and English differ in rules of:
a. syntax c. morphology
b. phonology d. semantics
MSC: TYPE: Easy
103. Joyce and Phil are having an argument. The argument is over the semantics of Joyce calling Phil a
“clown.” Semantics is involved with:
a. phonology of words c. the meaning of words
b. morphology of words d. the order of words in a sentence
MSC: TYPE: Easy
104. Which individual is most associated with explaining how we understand language?
a. Noam Chomsky c. Benjamin Whorf
b. Alan Cromer d. Carl Rogers
REF: 7.8 Basics of Language, Textbook OBJ: LO20 Discuss how we understand language.
MSC: TYPE: Easy
105. According to Chomsky, what two principles help us to understand language?

a. prototypes and morphemes
b. transformational rules and concept learning
c. mental grammar and innate program
d. semantics and functional fixedness
REF: 7.8 Basics of Language, Textbook OBJ: LO20 Discuss how we understand language.
MSC: TYPE: Easy
212
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I rode a t’ing that never was born,
And a bit of the dam I hold in me han’. 70
a) On green grass I stand

On gravel I stand,
I ride a colt that was never in foal,
And I beat up the mother old dum-skin in me hand.
b) Under de eart’ I go,

Plant trash I stan’;
I ride a t’ing that never was born
Wid an ole be damn in me han’.
[211]
228. Little Miss Netticoat with her white petticoat,

She has neither feet nor hands;
The longer she grows the shorter she stands. 71
—Candle.
a) Miss Nancy sits around de door;

The longer him stan’ deh, de shorter him grow.
229. Hoddie Doddie with a round black body

Three legs and a wooden hat—What’s that? 72
—Cooking-pot.
230. Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall;
And all the king’s horses and all the king’s men
Couldn’t put Humpty Dumpty together again. 73
—Egg. [212]
231. Round as a marble, deep as a cup;

Ten men from Jericho can’t lift it up. 74
—Sink-hole.
232. Handsome protector dressed in green,

Handsome protector sent to the queen. 75
—Parrot.
233. Under gravel, top o’ gravel;

Tell the devil I’ll travel.
—Water.
234. Tires a horse, worries a man;

Tell me this riddle if you can. 76
—Saddle.
235. Hitchity, hitchity on the king’s kitchen door;

All the king’s horses and all the king’s men
Could never move Hitchity, hitchity off the king’s kitchen door. 77
—Sunshine. [213]
236. Flour from England, fruits from Spain,

All met together in a shower of rain;
Had on a napkin tied with a string,—
If you tell me this riddle, I’ll give you a ring.
—Duckanoo (pudding boiled in a cloth).
237. I was going through a field of wheat,

I picked up something nice to eat;
It was neither feather, flesh nor bone,
But I kept it till it walk alone. 78
—Egg.
238. In a garden was laden a beautiful maiden

As ever was seen in the morn.
She was made a wife the first day of her life,
And she died before she was born. 79
—Eve.
239. There was a man of Adam’s race,

He had a certain dwelling-place;
He wasn’t in earth, heaven or hell,—
Tell me where that man did dwell. 80
—Jonah in the whale’s belly.
240. Formed long ago, yet made to-day,

Employed while others sleep;
What few would like to give away,
Or any like to keep. 81
—Bed.
241. Legs have I but seldom walk,

I backbite all, but never speak.
—Flea.
242. There was a man of Adam’s race

Who had no legs, no body but waist.
—Ring. [214]
243. When first I appear I seem mysterious,

But when I am explained I am nothing serious.
—Riddle.
244. A curtain drawn as fine as silk,

A marble stone as white as milk;
A thief appear and break them all,
Out start the golden ball. 82
—Egg.
245. I came from beyond the ocean,

I drink water out of the sea,
I lighten a many a nation,
And give myself to thee.
—Sun.
246. My first is a circle, my second a cross;

If you meet my whole, lock out for a toss. 83
—O-X.
247. My father send me to market to carry home three-fourths of a

cross, a circle complete, a right angle with two semi-circles meet, a
triangle with a cross, two semi-circles, and circle complete. 84
—T-O-B-A-C-C-O.
248. Five letters in an invitation spell my name,

Backward and forward it answer the same;
Take away the first letter and the first of humanity race,
Take away the second and the thing that make the water-wheel turn.
Take away the third, and the first of the alphabetical verb.
—Madam, Adam, dam, am. [215]
249. Give a number that isn’t even: cut off the head, you get it even;
cut off the tail, your mother’s name you shall find. 85
—Seven, even, Eve.
250. What word of one syllable, take away two letters and leave two
syllables? 86
—Plague, ague.
251. A word of one syllable which, when two is taken off, ten remain.
—Often, ten.
252. Give me ‘black water’ in three letters.
—I-n-k.
253. Spell me a broken wall in three letters.
—G-a-p.
254. What is it that is once in a minute, twice in a moment, and not

once in a thousand years? 87
—Letter M.
255. What is it that we see every day, King George himself sees, and
God never sees? 88
—Our equal. [216]
256. What is that which if you have not you would not like to get and
if you have you would not like to lose? 89
—A bald head.
257. What is it, when Adam was four days old it was four days old,
and when Adam was four-score years and four days old it remained
four days old? 90
—Moon.
258. What is that which Christ had not, Napoleon had, Kaiser has
and no woman ever has?
—A wife.
259. What is it that is too much for one, enough for two, and nothing
at all for three?
—A secret.
260. The river is bank to bank; how will you get over?
—By bridge.
261. Suppose all the tree was one tree and all the man was one man
and all the axes one ax; and suppose the one ax fell the one tree
and the one tree kill the one man, who would leave to tell the tale?
—Women.
262. Higher than God, lower than the devil; the dead feed on it but
not the living. 91
—Nothing.
263. There was a woman born, live an’ die; never go to corruption,
never see God face.
—Lot’s wife. [217]
264. There is a thing on earth that God could do but didn’t, the devil
had’nt got the power, and men do it. 92
—Baptism.
265. What is the cleanest thing in a dirty woman’s house?
—Egg.
266. What is the bes’ furniture for a man’s house?
—The daughter.
267. Why do a tailor and a plantain resemble?
—One cuts to fit, the other is fit to cut.

268. Why do a well-dressed lady and a chair resemble?
—Because they both use pins.
269. Why does a judge and a mile-post resemble?
—One justifies the mile and the other the law.
270. What makes the devil and a shoemaker resemble?
—The devil seek after a sinner’s soul and the shoemaker after a boot
sole.
271. Mr. Bigger has a baby; out of Mr. Bigger and his baby which is
the bigger?
—Baby is a little Bigger.
272. If an elephant’s four feet cover four acres of land, what will his
tail cover?
—The skin.
273. What money in the world is the hardest money to change?
—Matrimony.
274. A reason why a moth-eaten coat is like a bible?
—Both of them is holy (holey). [219]
1 Cf. No. 140, p. 199. ↑

2 Cf. No. 142, p. 199. ↑
3 Cf. Suaheli (Velten):
85. There is a buried thing; who can tell the sort of banana, to him will I give an
amulet.
—Woman with child. ↑
4 Cf. No. 114, p. 196. ↑
5 Cf. No. 113, p. 196. ↑
6 Cf. No. 64, p. 190. English: Riddles (Boston):
What thing is that which is lengthened by being cut at both ends?
—A ditch. ↑
7 Cf. Porto Rican (Mason and Espinosa):
288. Una arquita muy chiquita, blanquita como la sal; todo el mundo la sabe abrir,
pero nadie la sabe cerrar. ↑
8 Cf. West Highlands (Campbell):
A little clear (?) house and its two doors shut.
Suaheli (Velten):
4. My house has no door.
Suahili (Steere):
1. My house is large; it has no door.
Eastern Bantu (Seidel):
9. There is a house without a door.
Porto Rican (Mason and Espinosa):
291. Una casa sin ventanas sin puerta ni brujeria, que tiene un galán adentro, por
dónde se metería?
Canadian: Ontario, JAFL 31:68:
A little house full of meat,
No door to go in and eat.
—A nut ↑
24. A Grandmother sits on the stool and weeps there.
—Cooking-pot. ↑
10 Cf. Nursery Rhymes of England (Halliwell):
CXLVIII. Thirty white horses on a red hill, Now they tramp, now they champ, now
they stand still. ↑
11 Cf. Holme riddles:
(125) Four and twenty white Bulls sate upon a stall, forth came the red Bull &
licked them all.
Yorkshire riddles (Notes & Queries, 3rd series, VIII):
Four-&-twenty white beasts,
And t’ red one licks them all.
Canadian: Ontario, JAFL 31:67

Zulu:
3. I puzzle you with a goat-ram which grazes, and white goats; it moves about
much, but they eat in one place.
Catalan:
XVIII. Un convent de monjas blancas, dintre hi ha un frare vermell que ’ls hi repica
las ancas. ↑
12 Cf. Booke of Merry Riddles (Halliwell):
LX. What is it goes through thicke & thin
And draws his guts after him?
Holme riddles:
(59) Wha is that as goes throw the heye and leves his gutes after it.
Welsh-Gypsy:
33. What goes through the hedge and leaves its guts behind?
Canadian: Ontario, JAFL 31:69. ↑
41. All my children have on turbans.
—Mushrooms.
46. My children all wear clothes and a cap on the side of the head; who has no
garment and no cap, he is not my child.
—Fingers. (?)
54. I have seen twenty children in a row with bright frocks on.
—Crows.
Suahili (Steere):
6. My children have turbans; he who has no turban is no child of mine.
—A kind of fruit. ↑
14 Cf. No. 116, p. 196. ↑
77. My half cocoanut spreads over the whole town.
—Moon.
Filipino (Starr):
78. A single grain of rice filled the whole house.
—Lamp. ↑
72a. I laid down meal in the evening and in the morning nothing was there.
b. I spread out my strips of matting at night; next morning I went out and found
nothing there.
Eastern Bantu (Seidel):
12. I spread my bananas on a rock; the next morning all had been stolen.
225. Allá arriba hay un plato lieno de aceitunas;
de día se recogen, y de noche se riegan.

28. I have built me a great house; it stands upon one post.
Hausa (Rattray) 153:
I built a hut with only one post to prop up the roof. ↑
18 Cf. No. 22, p. 185.
Welsh-Gypsy: Gypsy Lore 5:241:
29. What grows bigger the more you cut away from it? ↑
19 Cf. No. 185 p. 203. ↑
57. One is father of a hundred. ↑
12. In thickest woods j hunt whith eagles 10 after the chase which when (?) j doe
descry j dispossesse me of not usefull then & what j take not only that keep j.
—A man scratching his head with both his hands. ↑
22 Cf. Irish Folk-Lore Riddles, 67:
Riddle me, riddle me, Randy Row,
My father gave me some seed to sow;
The seeds were black, the ground was white,
Riddle me that against Saturday night.

151. Sábana blanca está tendida, semilla negra se va por encima, tres que la
riegan y dos que la miran.
Catalán (and see note):
XXV. Lo camp es blanch,
la llavó es negra,
cinch son los bous
que menan la rella.
23 Cf. No. 97, p. 194. ↑

24 Cf. Nursery Rhymes of England (Halliwell):
CLIV. When I went up sandy-hill,
I met a sandy boy;
I cut his throat, I sucked his blood,
And left his skin a hanging-o.
Welsh-Gypsy Folk-riddles:
24. I was going over a bridge; I saw a yellow man. I lifted him up.
I drank his blood, and I threw him down.
Lincolnshire riddles (Notes and Queries 3rd series, VIII):

As I was going over London Brig,
I spies a little red thing;
I pick it up, I suck it blood,
And leaves it skin to dry.
Canadian; Ontario:
As I went over London bridge, I met my sister Mary; I cut off her head and drank
her blood and left her body standing.
—Whiskey in a bottle. ↑
IX. What is that, that hath a beard of flesh, a mouth of horn, and feet like a griffon?
Popular Rhymes of Scotland (Chambers):
Page 109. Mouth o’ horn, and beard o’ leather;
Ye’ll no guess that though ye were hanged in a tether.
Catalan:
Page 217. Hi ha un home que porta un vestit fet de pedassos, du la barba de carn
y de la cara d’os. ↑
26 Tremearne, 58:
I have two roads open, though I follow the wrong one I am not lost. ↑
XXX. What is it that goes to the water on the head?
Welsh-Gypsy, page 251:
35. What goes to the village head downwards?
Irish Folk-Lore Riddles:
I go round the land and round the land
And sleep at night on my head.
—Nail in a brogue.
Canadian; Ontario, JAFL 31:68.
Pennsylvania German JAFL 19:116:
Was ist das? Fern armer Drop muss die Steg uf und ab geh uf em Kop? ↑
28 Cf. No. 138, p. 199.
West African (Seidel), page 176:
6. Two things early and late together yet never touch.
—Parallel roads.
7. Three children all alike who are constantly together yet never touch each other.
Catalan (and see notes):
CCVII. Quatre germanas corren agualmènt qui part estan posades y agual trebal
sostenan y una vol a conseguir l’altra y no s’alcansen. ↑
29 Cf. No. 72, p. 191. ↑
30 Cf. Jones, 4; Harris, Nights, 363; Tremearne, 269–270. ↑
47. There is an old man; he himself stays within but his beard is outside. ↑
32 Cf. No. 257, p. 216. ↑
113 b. Blanco fué mi nacimiento, amarilla mi vejez; y negro me estoy poniendo
cuando me voy a morir. ↑
34 Cf. No. 20, p. 185.
Nandi (Hollis), 138:
There lives by the river a woman who has many garments. What is she?
—The wild banana plant. ↑
35 Cf. No. 13, p. 184. ↑
36 Cf. No. 51, p. 188. ↑
37 Cf. Nandi (Hollis), page 135:
I have a child who is known to steal.
—Rat. ↑
38 Spanish Mexican, JAFL 30:230:
A little black one above, and red Juan below.
—Baking plate on fire. ↑
39 Cf. Nandi (Hollis), 141:
I slaughtered two oxen, one red and the other white, and their hides were alike.
—Earth and sky. ↑
49a. I send a man to call some one; he comes before the messenger returns.
49b. The messenger sent is not yet returned; the one sent for arrives.
49c. I am sent to call my friend; the friend is come, I am not returned.
Porta Rican (Mason and Espinosa):
174. Mandé un muchacho a un mandado; primero vino el mandado que el
muchacho. ↑
41 Cf. Irish Folk-lore Riddles:
Irish: As I looked out of my parlour window
I saw the dead carrying the live;
Wasn’t that a wonderful thing?
—Train full of people.

Gaelic: As I was at my window,
I looked through my gold ring;
I saw the dead carrying the living,
Wasn’t that a wondrous thing?
—Ship.
Popular Rhymes of Scotland (Chambers), 110:
As I lookit owre my window at ten o’clock at night,
I saw the dead carrying living.
Welsh-Gypsy: 27: The dead carries the living. ↑

42 Cf. No. 93, p. 194. ↑
43 Cf. No. 3, p. 183. ↑
44 Cf. No. 5, p. 183. ↑
44. When the lion roars it is heard everywhere.
Nandi (Hollis), p. 145:
A tree fell in Lumbwa and its branches reached Nandi.
—A great gun. ↑
46 Cf. Yorkshire Riddles (Notes and Queries 3rd series, 8:325):
A house full, a hoile (coal-hole) full,
Ya’ canna’ fetch a bowl full.
Canadian: Ontario, JAFL 31:71.

Welsh-Gypsy, 247:
6. A roadful, a barnful; thou canst not catch a pipeful.
—Wind. ↑
47 Cf. Porto Rican (Mason and Espinosa) 301 b, New Mexican Spanish 328:
Pelú por fuera
pelú por dentro;
abre el agujero
y ensartalo adentro.

97. Lift up, let it fall: kiba kipandika, kiba kipandua. ↑
49 Cf. West Highlands (Campbell), II, 420:
Red below, black in the middle, white above.
—Fire, griddle and oatcake. ↑
50 Cf. Irish Folk-lore Riddles: 75:
Gaelic: As white as flour, and it is not flour; as green as grass and it is not grass,
as red as blood and it is not blood; as black as ink and it is not ink.
—Blackberries. ↑
IV. What is that that is rough within and red without
And bristled like a hare’s snout;
There is never a lady on the land
But will be content to take it in her hand.
—Eglantine. ↑
52 Cf. Harris, Nights, 75. ↑
36. Flink flank under a bank 10 about 4.
—Woman milking a cow.
Welsh-Gypsy, 248:
14. In a field I saw 10 pulling 4.
—Girl’s fingers milking.
Canadian, Ontario: JAFL 31:67:
Ink, ank you bank,
Ten drawing four.
54 Cf. West Highlands (Campbell), 412:

Four shaking and four running,
Two finding the way and one roaring.
Catalan (and see notes):

CXLVI. Dos puntxets,
dos ullets,
quatre massas
y una escombra.
Filipino (Starr):
a) Four posts, one whip, two fans and two bolos.
b) Four earth-posts, two air-posts and whip.
c) One pointing, two moving, four changing. ↑
55 Cf. No. 65, p. 190.
Irish Folk-lore Riddles, 68:
Chip, chip cherry and all the men in Derry,
Wouldn’t climb the walls of chip, chip cherry.
56 Cf. Holme riddles, 225:

(44) what is that that goes round about the house and stands behind the door.
Irish Folk-lore Riddles:
I go round the house upstairs and downstairs and sleep at night in a corner. ↑
179. Debajo de un come, come estaba un dorme, dorme; cayó el come, come, y
despertó el dorme, dorme; se levantó el dorme, dorme y se comió al come, come.
—El coco y el que se lo come.
New-Mexican Spanish, 336:
Durmilis Durmilis está durmiendo,
Martiris Martiris está llegando
Si no fuera por Cominis Cominis
Durmilis Durmilis estuviera muerto.
58 Cf. Irish Folk-lore Riddles:

As I went out a hazeum-gazeum
I saw a shrinkum-pinkum
Carrying away kum-painy.
—A fox stole a goose at night.

Holme riddles, 233:
(108) As j went through my houter touter houter perly j saw one Mr. higamgige
com over the hill of parley but if j had my tarly berly, tarly berly berly j would have
bine met with Mr. Higamgige come over the hill of parley.
—A man going ou’ a hill a flee flew over his head.
(237) As j went over Hottery Tottery, etc.
Popular Rhymes of Scotland (Chambers), 113:
Ha! master above a master, etc.
Catalan:
XXX. En Penjim Penjoy penjava, etc. ↑
XV. Yonder side sea, there is a bote,
The king’s daughter of England there she sate;
An if you tell her name no man it wot
What is the maid’s name that sate in the boate.
—Her name is Anne; for in the fourth line it saith An if ye tell me her name; but this
riddle is not to be seene on the booke, but to be put without the booke, or else it
will be soone understood. ↑
60 Cf. Holme riddles, 234;
(111) As j went by the way j met with a boy
j took him my friend for to bee
he took of his hat an drew of his gloves
and so saluted mee.
Lincolnshire riddles (Notes and Queries 3rd series, VIII), 503:

As I was going over Westminster Brig,
I met a Westminster scholar, etc.
61 Cf. Dorsetshire (Notes and Queries 3rd series IX), 50:
A body met a body

In a narrow lane,
Says the body to a body,
Where hast thou a-ben?
I’ve ben in my wood

A-hunting me some roe.
Then lend me thy little dog
That I may do so.
Then take it unto thee.

Tell me its name;
For twice in the riddle,
I’ve told you the same.
Holme riddles, 237:

(137) There was a king met a king, etc.
—The men’s names were King and the dog’s name was Bin. ↑
62 Cf. Catalan (and see notes):
CI. Dotze frares d’un convent
dotze nespras per tots tenen,
cada qual se’n menja una
y encar quedan onze nespras.
New Mexican Spanish: 152, 153. ↑

XLIV. I came to a tree where were apples; I eat no apples, I gave away no apples,
nor I left no apples behinde me; and yet I eat, gave away, and left behind me.
—Three apples. I eat, give away, and leave one apple.
Holme riddles, 237, [135].
Popular Tales of the West Highlands (Campbell), II, 419:
A man went eyeless to a tree where there were apples. He didn’t leave apples on
it, and he didn’t take apples off.
—There were two and he took one. ↑
64 Cf. Nursery Rhymes of England (Halliwell), 958:
As I was going to St. Ives, etc.
Lancashire (Notes and Queries, 3rd series 9:86).
Canadian, Ontario, JAFL 31:71. ↑
65 Cf. Catalan (and see notes):
CCLIX. Un cassador surt a cassar. A dalt de un arbre hi ha quatre aucells. Etgega
un tret. Ne mata dos. Quants aucells quedan dalt del arbre?
741. En un árbol había cien pájaros. Un cazador tiró y cayó uno muerto al suelo.
Cuántos quedaron arriba?
Canadian, Ontario, JAFL 31:72. ↑
726. El zapatero y su hija,
el sastre con su mujer,
comieron de nueve huevos
y les tocaron a tres.
—La hija del zapatero era la mujer del sastre. ↑

67 Porto Rican (Mason and Espinosa):
734 (a). Pasaba un grupo de palomas por donde estaba un gavilán y el gavilán les
dijo:
—Adios mis cien palomas. Ellas le contestaron diciéndole:
—Nosotras, la mitad de nosotras, una cuarta parte de nosotras otras tantas como
nosotras y usted, señor gavilán, hecemos el ciento cabal. Cuántas palomas irían
volando?
Arabian Nights Tales [Burton, Burton Club, 5:236]. ↑
68 Cf. Canadian, Ontario, JAFL 31:63.
Argyleshire, 181:
Man, wife and sons to be ferried across.
Ibid.
Fox, goose and bag of corn.
West Highlands (Campbell), 408:
Three jealous soldiers and their wives in a boat that holds two.
Booke of Merry Riddles (Halliwell), 72:
Lamb, wolf and ‘bottle of hay.’
The Riddler (New Haven, 1835), 5:
Wolf, goat and cabbages.
Attributed to Alcuin, in Wright, Biographia Britannica Literaria, London, 1842,
1:74. ↑
69 Cf. Grimm, 94, The Peasant’s Wise Daughter:
“Then said the king, ‘Come to me not clothed, not naked, not riding, not walking,
not in the road, not out of the road, and if thou canst do that I will marry thee.’ So
she went away, put off everything she had on, and then she was not clothed, and
took a great fishing net, and seated herself in it and wrapped it entirely round and
round her, and then she was not naked, and she hired an ass and tied the
fisherman’s net to its tail, so that it was forced to drag her along, and that was
neither riding nor walking. The ass had also to drag her in the ruts, so that she only
touched the ground with her great toe, and that was neither being in the road nor
out of the road.”
70 Cf. “Flores” of Pseudo-Bede (III) Mod. Phil. 2:562:

Sedeo super equum non natum, cujus matrem in manu teneo.
Booke of Merry Riddles (Halliwell):
XL. On greene grass I go
And on oaken beames I stand, [211]
I ride on a mule that was never folde,
And I holde the damme in my hand.
Solution: It is a fole ridden on, cut out of the dammes belly, and a bridle made of
her skinne.
769. Ando en quien no fué nacido,
ni esperanza de nacer;

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1. ____ focuses on the development of psychological tests.

7. Charles Spearman’s two-factor theory says that intelligence is a:

8. The most generally agreed upon aspects of intelligence are:

9. General intelligence, or g, correlates positively with:

12. Which of the following is a disadvantage to the two-factor theory of intelligence?

13. Howard Gardner defines intelligence as composed of:

14. Spearman is to Gardner as ____ is to ____.

16. Robert Sternberg’s triarchic theory focuses on the three:

18. The triarchic theory approach to intelligence emphasizes the:

20. Robert Sternberg’s triarchic theory has the advantage of:

21. Which of the following is a disadvantage to the triarchic approach?

29. The average fourteen-year-old will have a ratio IQ score of:

37. How could a test’s validity be checked?

38. A test is said to be reliable if it:

41. A normal distribution is one in which:

43. The average IQ score in a normal distribution is:

46. A moderately gifted child has an IQ between:

47. Which of the following individuals would be classified as “gifted”?

56. A “concept” can best be defined as a(n):

64. Which of the following is a characteristic of prototype theory?

65. An advantage of the prototype theory is that it:

67. One function of concepts is that they allow us to:

76. Functional fixedness is defined as:

83. A combination of flexibility in thinking and reorganization in understanding to produce innovative

88. A common finding in case studies of creative people is:

91. Reasoning from particulars to a general conclusion is:

99. A “morpheme” is defined as a:

105. According to Chomsky, what two principles help us to understand language?

a) On green grass I stand

b) Under de eart’ I go,

228. Little Miss Netticoat with her white petticoat,

a) Miss Nancy sits around de door;

229. Hoddie Doddie with a round black body

230. Humpty Dumpty sat on a wall,

231. Round as a marble, deep as a cup;

232. Handsome protector dressed in green,

233. Under gravel, top o’ gravel;

234. Tires a horse, worries a man;

235. Hitchity, hitchity on the king’s kitchen door;

236. Flour from England, fruits from Spain,

237. I was going through a field of wheat,

238. In a garden was laden a beautiful maiden

239. There was a man of Adam’s race,

240. Formed long ago, yet made to-day,

241. Legs have I but seldom walk,

242. There was a man of Adam’s race

243. When first I appear I seem mysterious,

244. A curtain drawn as fine as silk,

245. I came from beyond the ocean,

246. My first is a circle, my second a cross;

247. My father send me to market to carry home three-fourths of a

248. Five letters in an invitation spell my name,

—Seven, even, Eve.

252. Give me ‘black water’ in three letters.

14. Spearman is to Gardner as is to .