What Is Intelligence?

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Chapter 10: Intelligence 1 What Is Intelligence? Objective 10-1: Discuss the difficulty of defining 1. Psychologists (do/ do not) agree on a definition of 2.

1 Chapter 10: Intelligence 1 What Is Intelligence? Objective 10-1: Discuss the difficulty of defining 1. Psychologists (do/ do not) agree on a definition of 2. Psychologists agree that intelligence is a and not a "thing." It has been defined as whatever measure, but that (does/does not) take into account the different qualities that enable success in different cultures. 3. In any context, intelligence can be defined as 4. An intelligence test assesses Objective 10-2: Present arguments for and against considering intelligence as one general mental ability. 5. One controversy regarding the nature of intelligence centers on whether intelligence is one ability or several abilities. 6. The statistical procedure used to identify clusters of items that appear to measure a common ability is called 7. Charles Spearman, one of the developers of this technique, believed that a factor called g, or runs through the more specific aspects of 8. Opposing Spearman, identified seven clusters of 9. Satoshi Kanazawa believes that general intelligence evolved as a means of helping people solve. Objective 10-3: Compare Gardner s and Sternberg s theories of 10. People with score at the low end of intelligence tests but possess extraordinary specific skills. 11. Howard Gardner proposes that there are, each independent of the others. However, critics point out that the world is not so just: General intelligence scores (do/ do not) predict performance on various complex tasks and in various jobs. Even so, success requires a combination of talent and 12. Sternberg's theory distinguishes three types of intelligence: intelligence, intelligence, and 13. Melvin is limited in mental ability but has an exceptional ability to play complex music on the piano after hearing it only once. He has been diagnosed as having 14. Don's intelligence scores were only average, but he has been enormously successful as a corporate manager. Psychologists Sternberg and Wagner would probably suggest that a. Don's verbal intelligence exceeds his performance b. Don's performance intelligence exceeds his verbal c. Don's academic intelligence exceeds his practical d. Don's practical intelligence exceeds his academic

2 2 Objective 10-4: Identify the factors associated with creativity, and describe ways of promoting creativity. 15. The ability to produce ideas that are both novel and valuable is called The relationship between intelligence and creativity holds only up to a certain point-an intelligence score of about 16. Standard intelligence tests, which demand single correct answers to questions, measure thinking. Tests that allow multiple possible answers to problems measure thinking. Describe five components of creativity other than 19. A critical part of social intelligence is the ability to,,, and emotions. 20. More specifically, the four components of emotional intelligence are as follows: the ability to emotions in faces, the ability to them and how they change and blend, the ability to them correctly in varied situations, and the ability to use them to enable or creative thinking. Briefly describe emotionally intelligent people. Describe research findings on how to foster creativity. 21. Some scholars believe that the concept of intelligence stretches the idea of multiple intelligences too far. 17. Vanessa is a very creative sculptress. We would expect that Vanessa also a. has an exceptionally high intelligence score. b. tries to solve problems in ways that worked before. c. has a venturesome personality and is intrinsically motivated. d. lacks expertise in most other skills. Objective 10-5: Describe the four components of emotional 18. The know-how involved in comprehending social situations and managing oneself successfully differs from intelligence and is referred to as 22. Gerardeen has superb social skills, manages conflicts well, and has great empathy for her friends and coworkers. Researchers would probably say that Gerardeen possesses a high degree of Objective 10-6: Describe the relationship between intelligence and brain anatomy. 23. Studies that measure brain using scans reveal a correlation of about between brain size (adjusted for body size) and intelligence score. 24. A review of 37 brain-imaging studies revealed associations between intelligence and brain size and activity in specific areas, especially within the and

3 Chapter 10: Intelligence 3 lobes. 25. Intelligence is having ample (mostly neural cell bodies) and ample (axons) that enable. 26. A study of Einstein's brain revealed that it was 15 percent larger in the lower lobe known to be an important neural center for processing and information. Objective 10-7:Describe the relationship between intelligence and neural processing speed. 27. When people ponder intelligence test questions, for example, an area in the brain's becomes especially active in the (left/right) brain for verbal questions and (in the right brain/ in the left brain/ on both sides of the brain) for spatial questions. People who are able to more quickly retrieve information from memory tend to score high in ability. 28. Across many studies, intelligence score and speed of taking in perceptual information tends to be about A typical experiments flashes an incomplete stimulus, then a Participants are asked whether the long side of the stimulus appeared on the left or right. Those who require the least time to register the information score somewhat higher on intelligence tests. 29. One research team believes that processing speed and intelligence correlate because they share an underlying Assessing Intelligence Objective 10-8: Discuss the history of intelligence testing. 30. The early Greek philosopher concluded that individuals differed in their natural endowments. 31. Although Francis Galton's search for a simple intelligence measure failed, he gave us some techniques that we still use, as well as the phrase and. 32. The French psychologist who devised a test to predict the success of children in school was Predictions were made by comparing children's chronological ages with their ages, which were determined by the test. This test (was/was not) designed to measure inborn intelligence; Binet and his collaborator,, leaned toward an explanation of 33. Lewis Terman's revision of Binet's test is referred to as the -. From this test, derived the famous or Give the original formula for computing IQ, and explain any items used in the formula. 34. Today's tests compute (IQ/an intelligence test score) by comparing the individual's performance to the average performance of people of (the same/ different) age(s). These tests are designed so that a score of is considered average. 35. The much-criticized movement called proposed measuring human traits and using the results to determine who should be allowed to reproduce. 36. When given intelligence tests in the early 1900s, immigrants arriving in the United States often scored (above/below) average. This is because the tests were based on a particular background.

4 4 Objective 10-9: Distinguish between aptitude and achievement tests. 37. Tests designed to measure what you already have learned are called tests. Tests designed to predict your ability to learn something new are called tests. 38. The most widely used intelligence test is the Consisting of 15 subtests, it provides not only a general intelligence score but also separate scores for,,, and share the culture assumed by the test. d. None of these things could be concluded. Objective 10-10: Explain the meaning of standardization, and describe the normal curve. 44. One requirement of a good test is the process of defining meaningful scores relative to a pretested comparison group, which is called 45. When scores on a test are compiled, they generally result in a bell-shaped pattern, or distribution. Describe the normal curve, and explain its significance in the standardization process. APPLICATIONS: 39. Before becoming attorneys, law students must pass a special licensing exam, which is an test. Before entering college, high school students must take the SAT Reasoning Test, which is an test. 40. Benito was born in In 1947, he scored 130 on an intelligence test. Using the original IQ formula, Benito's mental age when he took the test was 41. If asked to guess the intelligence score of a stranger, your best guess would be 42. Amelia recently took a test that assessed her ability to perform at the university level. The test she took was the a. WAIS. b. WISE. c. SAT Reasoning Test. d. None of these tests, because they are all achievement tests. 43. According to the text, what can be concluded from early intelligence testing in the United States? a. Most European immigrants were "feebleminded." b. Army recruits of other than West European heritage were intellectually deficient. c. The tests were biased against people who did not 46. The Stanford-Binet and the Wechsler Scales (are/ are not) periodically restandardized, thereby keeping the average score near 47. During the 1960s and 1970s, college entrance aptitude scores showed a steady (increase/ decline). At the same time, intelligence test performance (improved/ decreased). This phenomenon is called the 48. Although the actual cause of this effect is unknown, one explanation is that it results from improved Although the recent performance gains on the WAIS that resulted from this improvement were greatest among -class children, intelligence performance gains were greater among -class children. Objective 10-11: Explain the meanings of reliability and validity. 49. If a test yields consistent results, it is said to be

5 Chapter 10: Intelligence When a test is administered more than once to the same people, the psychologist is determining its - reliability. 51. When a person's scores for the odd- and evennumbered questions on a test are compared - reliability is being assessed. 52. The Stanford-Binet, WAIS, and WISC have reliabilities of about 53. The degree to which a test measures or predicts what it is supposed to is referred to as the test's 54. The degree to which a test measures the behavior it was designed to measure is referred to as the test's 55. The degree to which a test predicts future performance of a particular behavior, called the test's, is referred to as the test's Choose a specific example and use it to illustrate and explain the concept of criterion and its relationship to predictive validity. b. North American children c. children of musical parents d. children with known musical ability 58. Jack takes the same test of mechanical reasoning on several different days and gets virtually identical scores. This suggests that the test has a. high content validity. b. high reliability. c. high predictive validity. d. been standardized. 59. You would not use a test of hearing ability as an intelligence test because it would lack a. content reliability. b. predictive reliability. c. predictive validity. d. content validity. 60. A school psychologist found that 85 percent of those who scored above 115on an aptitude test were A students and 75 percent of those who scored below 85 on the test were D students. The psychologist concluded that the test had high a. content validity because scores on it correlated highly with the criterion behavior. b. predictive validity because scores on it correlated highly with the criterion behavior. c. reliability because the test yielded inconsistent results. d. reliability because the test yielded consistent results. The Dynamics of Intelligence 56. Generally speaking, the predictive validity of general aptitude tests (is/is not) as high as their reliability. The predictive validity of these tests (increases/ diminishes) as individuals move up the educational ladder. APPLICATIONS: 57. If you wanted to develop a test of musical aptitude in North American children, which would be the appropriate standardization group? a. children allover the world Objective 10-12: Describe the stability of intelligence scores over the life span. 61. For the first half of the twentieth century, psychologists were convinced that intelligence gradually (increased/ decreased) during late adulthood. This was based on research using (a) - studies (see graph), in which people of various are test at (the same time/different times).

6 6 and, Reasoning ability score Briefly explain why cross-sectional research can sometimes yield a misleading picture of adult development. I Age in years slowly until about age, and then more rapidly, especially after about age 67. Traditional intelligence tests before age predict future aptitudes only modestly. 68. During childhood, the stability of intelligence scores (increases/decreases) with age. A long-term study of mental ability in Scottish children revealed that intelligence (does / does not) stabilize through late adulthood. 69. More intelligent children and adults live and Give four possible reasons for this relationship. a. b. c. d. 62. A group of people born about the same time constitutes a In (b) studies (see graph), such a group is retested over a period of years. Results of such studies show that, until late in life, intelligence (increases/ decreases/ remains stable). Explain why longitudinal findings may be misleading. 63. Intelligence (is/is not) a single trait. 64. The accumulation of knowledge and verbal skills is referred to as 65. The ability to reason speedily and abstractly is referred to as 66. During adulthood, intelligence declines beginning in the APPLICATIONS: 70. At age 16, Angel's intelligence score was 110. What will her score probably be at age 32? a. 125 b. 110 c. 115 d. There is no basis for predicting an individual's future IQ. 71. A psychologist who is looking at a student's intelligence score finds a jump of 30 points between the earliest score at age 2 and the most recent at age 17.The psychologist's knowledge of testing would probably lead her to conclude that such a jump a. indicates that different tests were used, creating an apparent change in intelligence level, although it actually remained stable. b. signals a significant improvement in the child's environment over this period. c. is unsurprising, since intelligence scores do not become stable until late adolescence. d. is mainly the result of the age at which the first test was taken.

7 Chapter 10: Intelligence 7 Objective 10-13: Describe the traits of those at the low and high intelligence extremes. 72. Individuals whose intelligence scores fall below 70 and who have difficulty adapting to life may be labeled 73. An intellectual disability sometimes has a physical basis, such as, a genetic disorder caused by an extra chromosome. 74. The current view is that people with an intellectual disability might be better able to live independently today because, as a result of the, tests have been and those individuals suddenly lost 6 IQ points. 75. At the high extreme, Lewis Terman's "gifted children" turned out to be well-, and unusually successful Discuss criticisms of programs that sort children into gifted and non-gifted tracks. 76. Twenty-two-year-old Dan has an intelligence score of 63 and the academic skills of a fourth-grader, and is unable to live independently. Dan probably a. suffers from stereotype threat. b. has savant syndrome. c. is intellectually disabled. d. will eventually achieve self-supporting social and vocational skills. Genetic and Environmental Influences on Intelligence Objective 10-14: Discuss the evidence for a genetic influence on intelligence, and explain what is meant by heritability. 77. The intelligence scores of identical twins reared together are (more/no more) similar than those of fraternal twins. Brain scans also reveal that identical twins have similar volume to their brain's and matter, and those areas associated with and 78. The amount of variation in a trait within a group that is attributed to genetic factors is called its For intelligence, estimates range from to percent. 79. Identical twins exhibit substantial similarity (and ) in specific talents. 80. Because intelligence is influenced by many genes, it is said to be 81. Where environments differ widely, as they do among children of - parents, environmental differences are (more/less) predictive of intelligence scores. 82. Studies of adopted children and their adoptive and biological families demonstrate that with age, genetic influences on intelligence become (more/less) apparent. Thus, children's intelligence scores are more like those of their (biological! adoptive) parents than their (biological! adoptive) parents. STUDY TIP: Heritability is a difficult concept to grasp in part because it is often confused with genetic determination, which refers to what causes a characteristic to develop. The number of toes on your feet is genetically determined because your genes cause five toes to develop on each foot. Heritability, on the other hand, is what causes differences in a characteristic. To say that the heritability of intelligence is 50 percent does not mean that half of an individual's intelligence is inherited. Rather, it means that we can attribute to heredity 50 percent of the variation of intelligence among those studied. A good

8 8 way to keep the two concepts straight is to remember that while the concept of genetic determination makes sense in the case of a single person, heritability does not. Genetic determination is biological; heritability is a statistical measure. Heritability only makes sense relative to differences among groups of people. It doesn't make sense to ask, "What's the heritability of my intelligence?" APPLICATlONS: 83. Raoul and Fidel are identical twins separated at birth. Because they have similar heredity and different environments, heritability for their intelligence is likely to be (high/low). Ramona was adopted by Francesa's parents when she was 2 months old. The heritability for their intelligence is likely to be (high/low). 84. If you compare the same trait in people of similar heredity who live in very different environments, heritability for that trait will be ; heritability for the trait is most likely to be among people of very different heredities who live in similar environments. a. low; high b. high; low c. environmental; genetic d. genetic; environmental Objective 10-15: Discuss the evidence for environmental influences on 85. Studies indicate that neglected children (do/ do not) show signs of recovery in intelligence and behavior when placed in more nurturing environments. Although normal brain development can be retarded by, deprivation, and, there is no sure environment that will transform a normal baby into a genius. 86. Although the aptitude benefits of programs for disadvantaged children, such as the government funded program, (increase/ decrease) over time, some believe that there (are/ are not) long-term benefits. Objective 10-16: Describe how and why the genders differ in mental ability scores. 87. Girls tend to outscore boys on tests and are more fluent. They also have an edge in and objects, in sensation, and in -detecting ability. 88. Although boys and girls hardly differ in math, boys score higher in and complex 89. Working from an perspective, some theorists speculate that these gender differences in spatial manipulation helped our ancestors survive. 90. According to many, boys' and girls' interests and abilities are shaped in large part by and divergent opportunities. The mental ability scores of males tend to vary (less/more) than those of females. Objective 10-17: Describe how and why racial and ethnic groups differ in mental ability scores. 91. Group differences in intelligence scores (do/do not) provide an accurate basis for judging individuals. Individual differences within a race are (greater than/less than) between-race differences. Explain why heredity may contribute to individual differences in intelligence but not necessarily contribute to group differences. 92. Under the skin, the races (are/are not) alike. Race (is/is not) a neatly defined biological category. 93. Although Asian students on the average score (higher flower) than North American students on math tests, this

9 Chapter 10: Intelligence 9 difference may be due to the fact that 94. The intelligence test performance of today's population exceeds that of the 1930s population because they are better-, better-, and more The contribution of environmental factors to racial gaps in intelligence scores is indicated by a. evidence that individual differences within a race are much greater than differences between races. b. evidence that white and black infants score equally well on certain measures of infant c. the fact that Asian students outperform North American students on math achievement and aptitude tests. d. all of this evidence. Objective 10-18: Discuss whether intelligence tests are inappropriately biased. 96. In the sense that they detect differences caused by cultural experiences, intelligence tests probably (are/are not) biased. 97. Most psychologists agree that, in terms of predictive validity, the major aptitude tests (are/ are not) racially biased. 98. When women and members of ethnic minorities are led to expect that they won't do well on a test, a may result, and their scores may actually be lower.

Intelligence. PSYCHOLOGY (8th Edition) David Myers. Intelligence. Chapter 11. What is Intelligence?

Intelligence. PSYCHOLOGY (8th Edition) David Myers. Intelligence. Chapter 11. What is Intelligence? PSYCHOLOGY (8th Edition) David Myers PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, 2006 1 Intelligence Chapter 11 2 Intelligence What is Intelligence? Is Intelligence One General