Chapter 06: Thinking and Intelligence
1.0 - Chapter 06 Multiple Choice
1. Cognitive scientists use computers
a. as a tool to study human thought.
b. to generate brain images.
c. as a model of human thought.
d. as a metaphor for human cognition.
e. All of the above are correct.
Difficulty: 1
Page Reference: 214
Topic: Introduction
Skill: Factual
Objective: 6.1
Answer: e. All of the above are correct.
2. The process involved in forming a new mental representation by manipulating
available information is known as
a. thinking.
b. cognition.
c. intelligence.
d. schema formation.
e. conceptualizing.
Difficulty: 2
Page Reference: 215
Topic: What Are the Components of Thought?
Skill: Factual
Objective: 6.1
Answer: a. thinking.
3. The odd feeling of recognition you get when you visit a new place is known as
a. a prototype.
b. a concept hierarchy.
c. deja vu.
d. a mental set.
e. an algorithm.
Difficulty: 1
Page Reference: 215-216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: c. deja vu.
4. When a child understands that dogs and cats are quite different, the child has formed
a. deja vu.
b. an exemplar
c. a prototype.
Incorrect. This refers to the most idea or representative example of a given concept.
d. functional fixedness.
e. concepts
Correct. Concepts are mental groups of similar objects, and in this case the child is
distinguishing one group (cats) from another (dogs).
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: e. concepts
5. Concepts
a. can represent objects but not activities.
Incorrect. As your book notes, a concept can include objects, ideas, or experiences. This
definition is not exclusive of activities.
b. cannot be directly observed by researchers.
Correct. Concepts are mental groupings, not outward objects. Therefore they can be
inferred, but not observed.
c. are basically the same from one person to the next.
d. interfere with our ability to organize new information.
e. come in exactly two types, visual and auditory.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Conceptual
Objective: 6.1
Answer: b. cannot be directly observed by researchers.
6. Concepts are ideas that represent
a. a class or category of objects, ideas, or experiences.
b. patterns of behavior.
c. higher-order conditioning and secondary reinforcers.
d. rules for public displays of emotion.
e. none of these
Difficulty: 1
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: a. a class or category of objects, ideas, or experiences.
7. What are mental categories representing objects, ideas, or experiences that share some
common characteristics?
a. classes
b. concepts
c. attributes
d. classifications
e. prototypes
Difficulty: 1
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: b. concepts
8. Don tells Ray he wants to get a new sports car. Ray immediately understands why,
because he is familiar with the common characteristics of sports cars and knows what
makes them different from family cars. Ray is using mental categories called
a. classes.
b. concepts.
Correct. Ray is using mental categories called concepts, which are ideas that represent a
category of objects or events.
c. attributes.
d. classifications.
Incorrect. Ray is using mental categories called concepts, which are ideas that represent
a category of objects or events. Classifications is not a term used for this process.
e. exemplars.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: b. concepts.
9. Before enrolling in an abnormal psychology course, Gary’s idea of psychological
disorders had been influenced primarily by talk shows. He expected to hear the same
kinds of stories he had heard on talk shows. What an eye-opening experience the course
turned out to be! How would a cognitive psychologist describe the influence the course
had on Gary’s idea of psychological disorders?
a. Gary learned the value of algorithms.
b. Gary now uses heuristics.
Incorrect. A cognitive psychologist would say that the course altered his concept of
psychological disorders. Heuristics are rules of thumbs used in problem solving.
c. The course increased Gary’s ability to use visual imagery.
d. The course altered Gary’s concept of psychological disorders.
Correct. A cognitive psychologist would say that the course altered his concept of
psychological disorders because of the new information presented to him.
e. Gary is using creativity.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: d. The course altered Gary’s concept of psychological disorders.
10. A(n) ________ is an imprecise mental classification that develops out of our
everyday experiences in the world.
a. familiar concept
b. normative schema
c. mental prototype
d. natural concept
e. deja vu experience
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: d. natural concept
11. The most representative or ideal example of a category is called a(n)
a. prototype.
b. schema.
c. availability heuristic.
d. algorithm.
e. mental set.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: a. prototype.
12. Which is the most likely prototype for the concept “vehicle”?
a. glider
b. car
Correct. The most likely prototype for the concept “vehicle” is a car, because it is most
familiar to folks today.
c. scooter
d. bicycle
Incorrect. The most likely prototype for the concept “vehicle” is a car. Bicycles aren’t as
commonly used as cars.
e. skateboard
Difficulty: 1
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: b. car
13. Which example would most people take longest to identify as a fruit?
a. grape
b. apple
c. orange
Incorrect. An orange closely matches the prototype of fruit.
d. olive
Correct. Most people would take longest to identify an olive as a fruit because it has the
fewest characteristics of the prototype of fruit.
e. plum
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: d. olive
14. The first thing that comes to mind when asked to name an example from a category is
called the
a. schema.
b. prototype.
Correct. A prototype refers to the most typical example of a concept.
c. concept marker.
Incorrect. Concept markers are not discussed in this chapter.
d. category marker.
e. exemplar.
Difficulty: 1
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: b. prototype.
15. Compared to artificial concepts learned in science and math, natural concepts tend to
be
a. easier to learn.
b. very clear and well defined.
c. fuzzy with unclear boundaries.
d. good fits with a rigid classification system.
e. biologically innate.
Difficulty: 1
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: c. fuzzy with unclear boundaries.
16. Another name for a “fuzzy” concept is a(n)
a. prototype.
b. schema.
c. heuristic.
d. algorithm.
e. natural concept.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: e. natural concept.
17. The prototype approach suggests that a concept is classified as a member of a
category if
a. the super-ordinate critical feature is matched.
b. it matches your overall emotional evaluation of the concept.
c. it is similar to an ideal or most representative example of the category.
d. storing the concept as a member of the category minimizes the time and effort
required to process information.
e. the concept exactly matches with the dictionary definition of the category.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: c. it is similar to an ideal or most representative example of the category.
18. A “feathered biped” is the artificial concept of a(n)
a. human.
b. bird.
Correct. An artificial concept is a concept that is defined by rules, such as word
definitions and mathematical formulas. In this case, the “feathered biped” is the definition
of a bird.
c. penguin.
d. sea horse.
e. animal.
Incorrect. The fathered biped may be an animal, but the more specific answer is a bird.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: b. bird.
19. Which of the following is true of prototypes?
a. They are slowly accessed and recalled.
b. They are never used when the critical features approach applies.
c. They are formed on the basis of commonly experienced features.
Correct. The more encounters we have with examples of a concept, the more we can
specify a prototype for the concept in our own minds.
d. The more often they are perceived, the weaker their overall memory strength.
e. They are often based on dictionary definitions.
Incorrect. This would be truer of an artificial concept than a prototype.
Difficulty: 3
Page Reference: 216
Topic: Concepts
Skill: Conceptual
Objective: 6.1
Answer: c. They are formed on the basis of commonly experienced features.
20. Which one of the following is NOT an artificial concept?
a. the dictionary definition of the word “truth”
b. Einstein’s theory of relativity
c. your mental image of the Statue of Liberty
Correct. This is based on one’s own unique memory rather than a specified definition,
and thus it is a natural concept.
d. the lyrics to “New York, New York”
e. how to determine the radius of a circle
Incorrect. The formula for this calculation is defined, and thus this is an artificial
concept.
Difficulty: 3
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: c. your mental image of the Statue of Liberty
21. Deanna reads that horses are a type of animal, and that palominos are a type of horse.
To understand this, Deanna will organize these concepts into a
a. script.
b. syllogism.
c. hierarchy.
Correct. This is a set of levels of concepts usually arranged from most general to most
specific.
d. mental set.
Incorrect. This refers to a habitual manner for solving problems.
e. cognitive map.
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: c. hierarchy.
22. A(n) ________ involves arranging concepts from general to specific.
a. concept formation
b. algorithm
c. prototype
d. concept hierarchy
e. mental set
Difficulty: 2
Page Reference: 216
Topic: Concepts
Skill: Factual
Objective: 6.1
Answer: d. concept hierarchy
23. Consider the following concept hierarchy-food, desserts, chocolates, ________. The
last term should be
a. brownies.
Correct. This would be the most specific answer that follows the line of this hierarchy.
b. vanilla ice cream.
c. main courses.
d. side dishes.
e. edible food.
Incorrect. This would be a much more general answer than “desserts,” so it would not be
the next answer in this hierarchy.
Difficulty: 3
Page Reference: 216
Topic: Concepts
Skill: Applied
Objective: 6.1
Answer: a. brownies.
24. You ask a student to describe the path to his dorm room. The most likely way in
which he will do this is to
a. recite a rote list of directions he memorized.
Incorrect. He is most likely to walk through a mental image of the path.
b. give you the GPS location of his dorm room.
c. walk through a mental image of the path and describe it to you as he does it.
Correct. He is most likely to walk through a mental image of the path that he has in his
head and describe it to you as he “moves” along it.
d. draw a diagram on a piece of paper and then point out where you should go.
e. none of these
Difficulty: 2
Page Reference: 217-218
Topic: Imagery and Cognitive Maps
Skill: Applied
Objective: 6.1
Answer: c. walk through a mental image of the path and describe it to you as he does it.
25. A(n) ________ is a cognitive representation of a physical space.
a. chunk
b. spatial heuristic
c. algorithm
d. cognitive map
e. confirmation bias
Difficulty: 2
Page Reference: 218
Topic: Imagery and Cognitive Maps
Skill: Factual
Objective: 6.1
Answer: d. cognitive map
26. When you give someone verbal directions on how to find a classroom in a building,
you are using a
a. prototype.
b. mental set.
Incorrect. This refers to a habitual manner for solving problems.
c. cognitive map.
Correct. This is a cognitive representation of a physical space that is stored as a visual
concept.
d. hierarchy.
e. hindsight bias.
Difficulty: 2
Page Reference: 218
Topic: Imagery and Cognitive Maps
Skill: Applied
Objective: 6.1
Answer: c. cognitive map.
27. Results from neuroimaging studies suggest that
a. a single “thinking center” mediates thought.
b. thought occurs in widely distributed areas of the brain.
c. a single brain region mediates thought.
d. the cerebellum is loosely divided into subsections which deal with different
kinds of thought.
e. most types of mental processing occur throughout the brainstem.
Difficulty: 2
Page Reference: 218
Topic: Thought and the Brain
Skill: Factual
Objective: 6.1
Answer: b. thought occurs in widely distributed areas of the brain.
28. A person whose frontal lobes are damaged (just above the eyes) will be expected to
a. show difficulty in comprehending speech.
b. experience hallucinations.
c. display little response to a particular stimulus.
d. have difficulty in forming a cognitive map.
e. be unable to shift information into long-term memory.
Difficulty: 3
Page Reference: 219
Topic: Thought and the Brain
Skill: Factual
Objective: 6.1
Answer: c. display little response to a particular stimulus.
29. The brain region believed to be associated with “hunches,” “intuition,” and the
emotional component of thinking is located in the
a. parietal lobes near the cerebellum.
b. temporal lobes directly above the hippocampus.
c. frontal lobes just behind the central fissure.
d. temporal lobes beside the lateral fissure.
e. frontal lobes just above the eyes.
Difficulty: 3
Page Reference: 219-220
Topic: Thought and the Brain
Skill: Factual
Objective: 6.1
Answer: e. frontal lobes just above the eyes.
30. ________ are clusters of knowledge that provide general conceptual frameworks
regarding certain topics, events, and situations.
a. Prototypes
b. Schemas
c. Hierarchies
d. Algorithms
e. Cognitive maps
Difficulty: 2
Page Reference: 221
Topic: Psychology Matters: Schemas and Scripts Help You Know What to Expect
Skill: Factual
Objective: 6.1
Answer: b. Schemas
31. On the first day of class you are likely to do all of the following: find a desk, sit
down, listen to the teacher talk about her syllabus, take out a pen, start taking notes, and
not speak very much. These activities are part of your ________ about the first day of
class.
a. algorithm
Incorrect. This is a step-by-step process for solving a given problem that always works if
it is applied correctly.
b. mental set
c. script
Correct. A script is a cluster of knowledge about sequences of events or actions expected
to occur in particular settings.
d. episodic memory
e. heuristic
Difficulty: 2
Page Reference: 222
Topic: Psychology Matters: Schemas and Scripts Help You Know What to Expect
Skill: Applied
Objective: 9.1
Answer: c. script
32. “Good thinkers” possesses which of the following attributes?
a. They are capable of careful reasoning.
b. They make use of effective thinking strategies.
c. They avoid ineffective thinking strategies.
d. They avoid misleading thinking strategies.
e. All of the above are correct.
Difficulty: 2
Page Reference: 223
Topic: What Abilities Do Good Thinkers Possess?
Skill: Factual
Objective: 6.2
Answer: e. All of the above are correct.
33. Brad is home when all of his lights suddenly go out. His thought that “this is what
happens when a fuse is blown” would be said to be
a. demonstrating functional fixedness.
b. identifying the problem.
Correct. This is the first step in problem solving, as clearly one needs to know what the
problem is before he/she attempts to solve it!
c. using an algorithm.
Incorrect. This would refer to selecting a strategy for solving a problem, and that comes
after identifying the problem.
d. working backward.
e. evaluating a solution.
Difficulty: 1
Page Reference: 223
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: b. identifying the problem.
34. A(n) ________ is a formula for solving a problem that is likely to be successful.
a. rule of thumb
b. schema
c. mental operant
d. algorithm
e. categorization process
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: d. algorithm
35. Sally is enrolled in a high school geometry course, which she describes as “drawing
figures and figuring drawings.” In a typical class, students draw geometric figures and
use a formula to calculate an aspect of the figure such as its area. Each time Sally uses a
formula she is making use of what psychologists call
a. heuristics.
Incorrect. Sally is making use of algorithms because the geometric rules always work.
Heuristics don’t guarantee a solution.
b. logarithms.
c. algorithms.
Correct. Sally is making use of algorithms because the rules will always produce a
solution.
d. convergence.
e. divergence.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: c. algorithms
36. Talia is looking for her cat by methodically searching each room and then closing the
door. She is using what type of problem solving strategy?
a. an algorithm
Correct. An algorithm is a set of steps that, if followed methodically, will guarantee that
the correct solution to a problem will be achieved.
b. a heuristic
Incorrect. A heuristic is a rule-of-thumb strategy that does not guarantee the correct
solution to a problem but offers a likely shortcut to that solution.
c. a means-end strategy
d. a hunch
e. a mental set
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: a. an algorithm
37. What systematic problem-solving method guarantees a solution, provided that it is
applied properly?
a. heuristic method
b. algorithmic method
c. mnemonic device
d. cognitive shortcut
e. the confirmation bias
Difficulty: 1
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: b. algorithmic method
38. What problem-solving strategies don’t guarantee solutions but make efficient use of
time?
a. heuristics
b. algorithms
c. mnemonic devices
d. cognitive shortcuts
e. availability biases
Difficulty: 1
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: a. heuristics
39. One of the reasons that people use algorithms is that these
a. are intuitive and obvious.
b. are flexible, because they are not too precise.
c. can solve only certain problems.
d. change over time as we become wiser.
e. will always work if used properly.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: e. will always work if used properly.
40. A heuristic is BEST described as a
a. rule of thumb.
Correct. This is because heuristics are general guiding principles for solving problems,
not hard and fast rules.
b. step-by-step procedure.
Incorrect. This describes an algorithm, not a heuristic.
c. time-consuming process that guarantees success.
d. schema.
e. categorization process from general to specific.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Conceptual
Objective: 6.2
Answer: a. rule of thumb.
41. In problem solving, the term rule of thumb refers to
a. heuristics.
b. algorithms.
c. mnemonic devices.
d. cognitive shortcuts.
e. representativeness biases.
Difficulty: 1
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: a. heuristics.
42. The use of ________ in problem solving guarantees success, but using a(n) ________
does not guarantee success.
a. a mental set; schema
Incorrect. A mental set is actually a barrier to solving problems, while a schema is a
cluster of related information about objects, ideas, or experiences.
b. an algorithm; heuristic
Correct. Algorithms, when applied correctly, will always lead to a solution. Heuristics
help us save time, but do not guarantee solutions.
c. a mnemonic; script
d. a retrieval cue; cognitive map
e. a prototype; anchoring bias
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Conceptual
Objective: 6.2
Answer: b. an algorithm; heuristic
43. An advantage of algorithms over heuristic is that
a. algorithms are much faster.
Incorrect. Generally speaking, heuristics are faster than algorithms.
b. algorithms guarantee a correct answer.
Correct. Algorithms guarantee that if a correct solution is available, it will be achieved.
Heuristics make no such guarantee.
c. algorithms are short-cuts.
d. algorithms use rules-of-thumb.
e. heuristics make solutions more difficult to find.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Conceptual
Objective: 6.2
Answer: b. algorithms guarantee a correct answer.
44. An advantage of using a heuristic over an algorithm is that
a. the heuristic insures a correct answer.
Incorrect. A heuristic is a shortcut, but it does not guarantee that the correct answer to a
problem will be achieved.
b. the heuristic takes longer and is more accurate.
c. the heuristic can be quicker.
Correct. A heuristic is a mental shortcut, so it is often faster than an algorithm.
d. the heuristic always works the same way.
e. the heuristic fosters greater creativity.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Conceptual
Objective: 6.2
Answer: c. the heuristic can be quicker.
45. When solving a maze, some people start at the end. This strategy is known as
a. inversion.
Incorrect. There is no problem-solving strategy referenced in the text called inversion.
b. working backward.
Correct. By starting at the finish and working back to the start, you can change your
perspective on a problem and perhaps solve it more easily.
c. reversibility.
d. means-ends analysis.
e. anchoring bias.
Difficulty: 1
Page Reference: 224
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: b. working backward.
46. Working backward, searching for analogies, and breaking a problem down into
smaller parts are all examples of
a. heuristic strategies.
b. inductive strategies.
c. algorithms.
d. deductive strategies.
e. prototypes.
Difficulty: 2
Page Reference: 224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: a. heuristic strategies.
47. Which problem-solving strategy did the Wright brothers use to solve the challenge of
powered human flight?
a. finding a relevant analogy
b. working backwards from small-order to large-order concerns
c. formal logic
d. breaking the problem into its component parts
e. functional fixedness
Difficulty: 3
Page Reference: 225
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: d. breaking the problem into its component parts
48. A person who persists in solving a problem in the same way every time would be said
to show
a. anchoring bias.
b. algorithm.
c. representativeness heuristic.
d. a mental set.
e. cognitive bias
Difficulty: 2
Page Reference: 225
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: d. a mental set.
49. The tendency to perceive and approach problems in the same ways that have worked
in the past is called
a. mental set.
b. means–end analysis.
c. noncompensatory modeling.
d. prototypical idealization.
e. functional fixedness.
Difficulty: 1
Page Reference: 225
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: a. mental set.
50. Jada keeps spanking her children when they misbehave, even though it is obvious that
this is not an effective form of punishment for her children. Why does Jada keep
spanking?
a. She has a mental set.
Correct. This refers to a habitual way of solving problems, and can block us from
actually coming up with a solution.
b. She is working backward.
Incorrect. This is a heuristic that actually helps with problem solving. Jada is falling prey
to the mental set.
c. She is demonstrating anchoring bias.
d. She is identifying the problem.
e. She is demonstrating divergent thinking.
Difficulty: 2
Page Reference: 225
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: a. She has a mental set.
51. ________ refers to a situation where a person cannot consider alternate uses for a
familiar object.
a. The anchoring bias
b. The availability heuristic
c. An algorithm
d. Functional fixedness
e. Assimilation bias
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: d. Functional fixedness
52. A loose screw on the visor causes it to drop down while Ben drives; however, he
keeps forgetting to take a screwdriver out to the car to fix it. When he notices the visor
drop again, he reaches into his pocket for a dime he uses to tighten the screw holding the
visor. What problem-solving difficulty did Ben overcome?
a. relative comparison
b. functional fixedness
Correct. Ben overcame the problem of functional fixedness.
c. poor problem representation
d. the representative bias
Incorrect. Ben overcame the problem of functional fixedness.
e. the availability bias
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: b. functional fixedness
53. Riley has figured out how to unlock his bedroom door with a paper clip. What has he
most likely overcome in his new use of the paper clip?
a. functional fixedness
Correct. Functional fixedness refers to getting mentally stuck in the idea that a particular
object can only be used in a singular way.
b. the representational problem
c. the representative bias
d. the confirmation bias
Incorrect. The confirmation bias refers to the tendency to actively seek out information
that supports our existing beliefs, while disregarding information that disconfirms our
beliefs.
e. the mental set
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: a. functional fixedness
54. Rob is preparing Chicken Baskini for Patty when he realizes that the chicken is
supposed to be pounded out. So, he goes to the store to buy a cooking mallet. Rob never
thought of using his rolling pin to flatten the chicken because of
a. the representativeness heuristic.
b. sampling bias.
c. the confirmation bias.
d. hindsight bias.
Incorrect. This refers to the tendency, after learning about an event, to believe that one
could have predicted the event in advance.
e. functional fixedness.
Correct. This refers to the inability to perceive a new use for an object associated with a
different purpose.
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: e. functional fixedness.
55. A person who uses a drop of superglue to seal a paper cut on their finger has
overcome the obstacle to effective problem solving called
a. working backward.
b. regression to the average.
c. functional fixedness.
Correct. This refers to the inability to perceive a new use for an object associated with a
different purpose.
d. the anchoring bias.
Incorrect. This is a faulty heuristic caused by basing an estimate on a completely
irrelevant quality.
e. the representativeness heuristic.
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Applied
Objective: 6.2
Answer: c. functional fixedness.
56. Many of the “flaws” in our reasoning abilities caused by our use of heuristics are the
by-product of
a. classical conditioning.
b. insanity.
c. an adaptive strategy.
d. fuzzy logic.
e. our changing brains.
Difficulty: 2
Page Reference: 226
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: c. an adaptive strategy.
57. ________ bias refers to a way of thinking that ignores or overlooks information that
disagrees with people’s beliefs.
a. Hindsight
b. Knowledge
c. Confirmation
d. Representativeness
e. Availability
Difficulty: 2
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Factual
Objective: 6.2
Answer: c. Confirmation
58. What term do psychologists use to describe our tendency to search for evidence that
supports our belief and to ignore evidence that might disprove it?
a. confirmation bias
b. convergent thinking
c. availability bias
d. representativeness bias
e. mental set
Difficulty: 1
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Factual
Objective: 6.2
Answer: a. confirmation bias
59. Agatha Harkness-Smythe is determined to ban guns in the United States. This is a
controversial topic and social scientists have debated whether the ownership of guns by
citizens increases or decreases crime. Agatha could go to the library and look up studies
on the linkage between guns and crime rates. Instead, Agatha just reads the local
newspaper and only cuts out articles about robberies in which the “bad guy” used a
firearm. Agatha is demonstrating
a. mental set.
Incorrect. Mental set is defined as the tendency to perceive and approach problems in
the same ways that have worked in the past, which is not relevant to what Agatha is
demonstrating in this example.
b. confirmation bias.
Correct. Agatha is demonstrating confirmation bias by concerning herself only with
information that backs up, or confirms, what she already believes.
c. stereotype threat.
d. mindlessness.
e. flow.
Difficulty: 2
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: b. confirmation bias.
60. The concept of the confirmation bias specifically assumes that we are most likely to
believe
a. the scientific method as true.
b. information that agrees with our thinking.
Correct. Our tendency to search for evidence that supports our belief and to ignore
evidence that might disprove it is called confirmation bias.
c. information that refutes our thinking.
d. logical thinking.
Incorrect. One of the greatest misfortunes of the confirmation bias is that one often takes
leave of logic when applying this bias.
e. mental sets.
Difficulty: 2
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Conceptual
Objective: 6.2
Answer: b. information that agrees with our thinking.
61. After the outcome is known, people often have distorted thinking about their original
expectations due to
a. confirmation bias.
b. hindsight bias.
c. representativeness heuristic.
d. availability heuristic.
e. their prototypes.
Difficulty: 2
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Factual
Objective: 6.2
Answer: b. hindsight bias.
62. You believe that a test is going to turn out badly, but then you get an A on that test. If
you then tell friends that you knew all along that you would do well on the test, you are
showing
a. hindsight bias.
Correct. This refers to the tendency, after learning about an event, to believe that one
could have predicted the event in advance.
b. the anchoring bias.
Incorrect. This is a faulty heuristic caused by basing an estimate on a completely
irrelevant quality.
c. student bias.
d. the availability bias.
e. convergent thinking.
Difficulty: 2
Page Reference: 227
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: a. hindsight bias.
63. Alex and Barbara are asked to estimate the size of a crowd. Alex is asked whether the
crowd is bigger or smaller than 10,000 whereas Barbara is asked whether the crowd is
bigger or smaller than 2,000. The fact that Alex would give a larger estimate could best
be explained by
a. the representativeness heuristic.
b. mental set.
Incorrect. This refers to the tendency to use a habitual way of solving a problem. It can
actually interfere with coming up with a correct solution to a given problem.
c. the anchoring bias.
Correct. This is a faulty heuristic caused by basing an estimate on a completely
irrelevant quality.
d. self-imposed limitations.
e. cognitive maps.
Difficulty: 3
Page Reference: 228
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: c. the anchoring bias.
64. John learns about Michelle, a student at a state university in NY, who has blond hair,
enjoys the summer, and likes the beach. John assumes she is from California (given the
stereotypes about women from California) despite the fact that over 85% of students at
this state university are from NY. This is best explained by
a. divergent thinking.
b. algorithms.
Incorrect. This refers to a step-by-step method for coming up with a solution to a given
problem, and if applied properly it guarantees a solution.
c. knowledge of the base rate.
d. the representativeness bias.
Correct. This is a faulty heuristic strategy based on the presumption that, once people or
events are categorized, they share all the features of other members in the category.
e. convergent thinking.
Difficulty: 3
Page Reference: 228
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: d. the representativeness bias.
65. Seventy percent of the students in a classroom are women and 30 percent are men.
One student is described as ambitious, athletic, and assertive. Why are most people likely
to think this description refers to a male student?
a. They are using the availability bias.
Incorrect. Availability refers to whether an item is easy to remember.
b. They are using the representativeness bias.
Correct. They are using the representativeness bias because being male and being
ambitious, athletic, and assertive are more typical and, thus, representative.
c. People seek only confirming information.
d. People tend to make relative comparisons.
e. People base their assumptions on what the media tells us is common.
Difficulty: 2
Page Reference: 229
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: b. They are using the representativeness bias.
66. Most people would guess that more women die of breast cancer than of heart disease,
even though the opposite is true. People might be misled, because we hear about breast
cancer quite a bit in the media. Thus, we fall victim to
a. confirmation bias.
b. the availability bias.
Correct. This is a faulty heuristic strategy that estimates probabilities based on the
availability of vivid mental images of the event.
c. an anchoring bias.
Incorrect. This is a faulty heuristic caused by basing an estimate on a completely
irrelevant quality.
d. divergent thinking.
e. a mental set.
Difficulty: 2
Page Reference: 229
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: b. the availability bias.
67. Frank mistakenly believes that there are more words that begin with the letter “k”
than there are with the letter “k” in the third position due to the
a. representativeness bias.
b. availability bias.
Correct. The availability bias is a strategy in which we judge objects or events as more
likely, common, or frequent if they are easier to retrieve from memory.
c. planning fallacy.
d. confirmation bias.
Incorrect. Our tendency to search for evidence that supports our belief and to ignore
evidence that might disprove it is called confirmation bias.
e. mental set.
Difficulty: 2
Page Reference: 229
Topic: Judging and Making Decisions
Skill: Applied
Objective: 6.2
Answer: b. availability bias
68. Creativity is a process that produces ________ responses that contribute to the
solutions of problems.
a. novel
b. similar
c. odd
d. questionable
e. personal
Difficulty: 2
Page Reference: 230
Topic: Becoming a Creative Genius
Skill: Factual
Objective: 6.2
Answer: a. novel
69. Which of the following is true of creativity?
a. Creative people have unique personality flaws.
b. Creativity first involves becoming an expert in a specific field.
c. Low motivation can facilitate creativity.
d. A person can become an expert after a year of creative study.
e. Creative achievement requires great leap of imagination.
Difficulty: 2
Page Reference: 230
Topic: Becoming a Creative Genius
Skill: Factual
Objective: 6.2
Answer: b. Creativity first involves becoming an expert in a specific field.
70. A person who is a fine guitar player would be said to have a(n) ________ for playing
the guitar.
a. schema
b. prototype
c. aptitude
Correct. This refers to innate potentialities, as contrasted with abilities acquired by
learning.
d. algorithm
Incorrect. This refers to a step-by-step method for coming up with a solution to a given
problem, and if applied properly it guarantees a solution.
e. divergence
Difficulty: 2
Page Reference: 230
Topic: Becoming a Creative Genius
Skill: Applied
Objective: 6.2
Answer: c. aptitude
71. Which of the following is NOT true of highly creative people?
a. They are very interested in the problem.
b. They prefer to work in large groups.
c. They prefer more complex problems.
d. They enjoy interacting with other creative thinkers.
e. They question how problems are presented.
Difficulty: 2
Page Reference: 231
Topic: Becoming a Creative Genius
Skill: Factual
Objective: 6.2
Answer: b. They prefer to work in large groups.
72. Which is NOT a characteristic of creative people?
a. They tend to be willing to restructure a given problem.
b. They are often conventional in their personal lifestyles and take few social
risks.
Correct. This is not mentioned in the text as a characteristic of creative people.
c. They tend to have an intense interest in the problems they are attempting to
solve.
d. They value their independence.
Incorrect. They do value their independence.
e. They have a preference for complexity in problems
Difficulty: 2
Page Reference: 231
Topic: Becoming a Creative Genius
Skill: Conceptual
Objective: 6.2
Answer: b. They are often conventional in their personal lifestyles and take few social
risks.
73. Highly creative people are more likely to
a. prefer independence.
b. be intensely motivated.
c. prefer complex problems.
d. be experts in their field.
e. All of the above are correct.
Difficulty: 2
Page Reference: 231
Topic: Becoming a Creative Genius
Skill: Factual
Objective: 6.2
Answer: e. All of the above are correct.
74. A hypothetical construct cannot be
a. defined.
b. changed.
c. described
Incorrect. Hypothetical constructs can be described, but they cannot be quantified (or
measured).
d. observed.
Correct. This is a concept that must be inferred rather than observed.
e. discussed.
Difficulty: 3
Page Reference: 234
Topic: How Is Intelligence Measured?
Skill: Conceptual
Objective: 6.3
Answer: d. observed.
75. Which of the following is NOT a hypothetical construct?
a. height
Correct. This is an observable, measurable concept and so it is not a hypothetical
construct.
b. brilliance
c. happiness
Incorrect. This is an emotion, which can be described and experienced but not
quantifiably measured.
d. intelligence
e. anger
Difficulty: 2
Page Reference: 234
Topic: How Is Intelligence Measured?
Skill: Applied
Objective: 6.3
Answer: a. height
76. Which of the following is true of intelligence?
a. It can be directly measured in a test.
b. Intelligence scores do not predict school performance.
c. It can be thought of as the ability to solve problems.
d. Intelligence is an absolute term.
e. B and D are correct.
Difficulty: 2
Page Reference: 234
Topic: How Is Intelligence Measured?
Skill: Factual
Objective: 6.3
Answer: c. It can be thought of as the ability to solve problems.
77. Researchers typically stress that a key aspect of intelligence is
a. the ability to speak different languages.
b. the Y chromosome.
Incorrect. If this ridiculous answer was correct, then only men would have intelligence.
Certainly some of you reading this question would know that that is not a correct
statement. If you believe it is a correct statement, you are probably a man.
c. the ability to reason and acquire knowledge.
Correct. Our ability to take in data and use it in a reasoned manner is a crucial part of the
definition of intelligence.
d. only accurate for males.
e. creativity.
Difficulty: 2
Page Reference: 234
Topic: How Is Intelligence Measured?
Skill: Conceptual
Objective: 6.3
Answer: c. the ability to reason and acquire knowledge.
78. Measuring intelligence by testing is a rather new concept in the history of the world.
The idea of such testing came from
a. France.
b. United States.
c. United Kingdom.
d. Soviet Union.
e. Japan.
Difficulty: 1
Page Reference: 234
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: a. France.
79. People began measuring intelligence through tests roughly________ years ago.
a. 50
b. 100
c. 200
d. 500
e. 750
Difficulty: 1
Page Reference: 234
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: b. 100
80. The purpose of the Binet-Simon approach was to
a. determine which children needed remedial help.
b. weed poor students out of the educational system.
c. match workers with the appropriate job.
d. test Galton’s theories of intelligence.
e. improve the educational system of France.
Difficulty: 2
Page Reference: 234
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: a. determine which children needed remedial help.
81. The Binet-Simon approach to the assessment of school abilities was unique in that
a. they only measured current performance.
b. they wanted to be able to label the slow learners.
c. they believed training would not affect intelligence.
d. their test was tied to Spearman’s intelligence theory.
e. their test measured innate intelligence.
Difficulty: 2
Page Reference: 234-235
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: a. they only measured current performance.
82. ________ is defined as the average age at which normal (average) individuals achieve
a particular intelligence score.
a. IQ
b. Mental age
c. Performance IQ
d. Crystallized intelligence
e. Chronological age
Difficulty: 3
Page Reference: 235
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: b. Mental age
83. What is chronological age?
a. the average age at which normal individuals achieve a particular score on a
measure of intelligence
b. the age at which someone’s test score is equal to current age
c. the number of years since an individual’s birth
d. the mental age multiplied by the IQ
e. the age determined based on the number of questions correctly answered on an
IQ test
Difficulty: 2
Page Reference: 235
Topic: Binet and Simon Invent a School Abilities Test
Skill: Factual
Objective: 6.3
Answer: c. the number of years since an individual’s birth
84. Which of the following events was a factor that led to mass intelligence testing in the
United States?
a. World War I
b. Reconstruction following the Civil War
c. World War II
d. the Industrial Revolution
e. the Great Depression
Difficulty: 2
Page Reference: 235
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: a. World War I
85. What group of people were often labeled “morons,” “idiots,” or “imbeciles” by early
intelligence tests because they had limited English skills?
a. Army recruits
b. people with schizophrenia
c. very young children
d. immigrants to the United States
e. persons living in the South
Difficulty: 2
Page Reference: 235
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: d. immigrants to the United States
86. On an IQ test, a child scores a mental age of seven years. What is their IQ score?
a. His IQ matches his chronological age.
b. His chronological age is seven years.
Incorrect. This is not accurate, as the chronological age refers to the number of years
since one’s birth.
c. The average age of people receiving that score is seven years.
d. Phil got about seven questions right in each section of the test.
e. IQ scores cannot be calculated from the information that is provided.
Correct. In order to calculate this child’s IQ, you’d also need this child’s chronological
age.
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Conceptual
Objective: 6.3
Answer: e. IQ scores cannot be calculated from the information that is provided.
87. Because it had to be administered ________, the Stanford-Binet Intelligence Scale
was not as ________ as other intelligence tests.
a. in groups; standardized
b. individually; economical
c. quickly; valid
d. often; reliable
e. only one time; consistent
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: b. individually; economical
88. The term ________ refers to the ratio of mental age divided by chronological age
multiplied by 100.
a. intellectual ratio
b. aptitude
c. mental ratio
d. standardized intelligence
e. intelligence quotient
Difficulty: 1
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: e. intelligence quotient
89. In the original Stanford-Binet Intelligence Scale, the intelligence quotient (IQ) was
calculated as
a. IQ = CA/MA * 100
b. IQ = 100/CA * MA
c. IQ = MA/100 * CA
d. IQ = MA/CA * 100
e. IQ = CA/100 * MA
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: d. IQ = MA/CA * 100
90. According to Terman’s original computation of intelligence quotient, if Ralph’s
computed IQ score is 75, then
a. he might be a 12-year-old who is as smart as the average nine-year-old.
Correct. If you apply the formula MA/CA*100, you’ll get the right answer!
([9/12]*100=75)
b. he correctly answered three-fourths of the questions on the intelligence test.
c. he is 75 years old.
Incorrect. This would not be an accurate application of the formula MA/CA*100
d. he might be a 6-year-old who is as intelligent as most eight-year-olds.
e. he is as smart as the average 75-year-old.
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Applied
Objective: 6.3
Answer: a. he might be a 12-year-old who is as smart as the average nine-year-old.
91. An 8-year-old child who scored like an average 10-year-old on an intelligence test
would have a mental age of ________ and an IQ of ________.
a. 8; 80
Incorrect. The IQ is based on a mental age of 10 divided by a chronological age of 8 and
multiplied by 100. This gives an IQ of 125.
b. 8; 125
c. 10; 100
d. 10; 125
Correct. The IQ is based on a mental age of 10 divided by a chronological age of 8 and
multiplied by 100. This gives an IQ of 125.
e. 18; 180
Difficulty: 3
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Applied
Objective: 6.3
Answer: d. 10; 125
92. Suppose Maria’s mental age is 20 and her chronological age is 10. What is her IQ?
a. 320
b. 80
Incorrect. The correct application of Stern’s IQ formula could not lead to an IQ of 80 for
Maria.
c. 200
Correct. MA/CA*100 = IQ, so Maria’s IQ would be 20/10*100, or 200.
d. 100
e. 120
Difficulty: 3
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Applied
Objective: 6.3
Answer: c. 200
93. Dallas is a 10-year-old boy who has a mental age of 10 years. His IQ would be
a. 80.
b. 100.
Correct. The IQ is based on a mental age of 10 divided by a chronological age of 10 and
multiplied by 100. This gives an IQ of 100 for Dallas.
c. 115.
d. 130.
Incorrect. The IQ is based on a mental age of 10 divided by a chronological age of 10
and multiplied by 100. This gives an IQ of 100 for Dallas.
e. 1000.
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Applied
Objective: 6.3
Answer: b. 100.
94. Jordan is a 10-year-old boy who has a mental age of 8 years. His IQ would be
a. 80.
Correct. The IQ is based on a mental age of 8 divided by a chronological age of 10 and
multiplied by 100. This gives an IQ of 80 for Jordan.
b. 100.
c. 125.
Incorrect. The IQ is based on a mental age of 8 divided by a chronological age of 10 and
multiplied by 100. This gives an IQ of 80 for Jordan.
d. 140.
e. 185.
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Applied
Objective: 6.3
Answer: a. 80.
95. A key problem with Terman’s original formula for computing IQs is that it
a. caused people to believe that IQ is unchangeable.
b. made it seem as if people grow less intelligent with age.
c. was never standardized and difficult to compute.
d. caused mathematical difficulties for people far below the average.
e. did not correlate with actual intelligence at any point in a person’s life.
Difficulty: 2
Page Reference: 236
Topic: Problems with the IQ Formula
Skill: Factual
Objective: 6.3
Answer: b. made it seem as if people grow less intelligent with age.
96. In a set of scores that are normally distributed,
a. many people score at the high end and just a few score at the low end.
b. people are equally likely to obtain any particular score.
c. people tend to score consistently when they are retested.
d. few people score very high or very low and most people score near the average.
e. people’s scores reflect their actual ability.
Difficulty: 3
Page Reference: 237
Topic: Calculating IQs “on the Curve”
Skill: Factual
Objective: 6.3
Answer: d. few people score very high or very low and most people score near the
average.
97. Most standardized tests of intelligence have a distribution of scores that
a. follows the normal curve.
b. has a positive skew.
c. has a negative skew.
d. appears bimodal with two peaks of high frequency.
e. is bimodal.
Difficulty: 1
Page Reference: 237
Topic: Calculating IQs “on the Curve”
Skill: Factual
Objective: 6.3
Answer: a. follows the normal curve.
98. What percent of the population has an intelligence quotient below 100?
a. 75 percent
b. 50 percent
c. 35 percent
d. 10 percent
e. 5 percent
Difficulty: 1
Page Reference: 237
Topic: Calculating IQs “on the Curve”
Skill: Factual
Objective: 6.3
Answer: b. 50 percent
99. What scores on a modern intelligence test are considered to be in the “normal” range?
a. 90-110
b. 40-60
c. 40-140
d. 75 -125
e. 60-80
Difficulty: 2
Page Reference: 238
Topic: Calculating IQs “on the Curve”
Skill: Factual
Objective: 6.3
Answer: a. 90-110
100. The WAIS, WISC, and WPPSI are tests of ________ that were created by
________.
a. mental aptitude; the SAT corporation
b. intelligence; David Wechsler
c. creativity; Howard Gardner
d. independence.; Leland Stanford
e. creativity; David Wechsler
Difficulty: 3
Page Reference: 238
Topic: IQ Testing Today
Skill: Factual
Objective: 6.3
Answer: b. intelligence; David Wechsler
101. Which of the following pairs of children features one child who would be classified
as mentally retarded and one child who would be classified as gifted?
a. Tammy’s IQ is 88, and Preki’s IQ is 188.
b. Pua’s IQ is 99, and Jared’s IQ is 115.
c. Brock’s IQ is 79, and Chandler’s IQ is 112.
d. Bill’s IQ is 54, and Missy’s IQ is 137.
Correct. Mental retardation is defined, at least partially, as having an IQ below 70, while
giftedness is defined as having an IQ above 130.
e. Ricardo’s IQ is 14, and Herve’s IQ is 84.
Incorrect. Ricardo’s IQ may indicate mental retardation, but Herve’s IQ does not
indicate giftedness.
Difficulty: 2
Page Reference: 239
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Applied
Objective: 6.3
Answer: d. Bill’s IQ is 54, and Missy’s IQ is 137.
102. Which of these is an element of the formal definition of mental retardation?
a. low levels of social functioning
b. evidence of brain damage
c. slower than normal reflexes
d. onset of deficits prior to age 6
e. preterm birth
Difficulty: 1
Page Reference: 239
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: a. low levels of social functioning
103. A child whose IQ score is ________ would be classified as ________.
a. 60; normal
b. 100; gifted
c. 60; mentally retarded
d. 150; normal
e. 60; gifted
Difficulty: 3
Page Reference: 239
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: c. 60; mentally retarded
104. Using most tests of intelligence, the cut-off score at which a person is labeled as
“gifted” is
a. above 130.
b. above 150.
c. below 70.
d. above 100.
e. above 50.
Difficulty: 2
Page Reference: 239
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: a. above 130.
105. What percentage of the population is described as gifted, according to IQ standards?
a. .01 percent
b. 0.1 percent
c. 2 percent
d. 20 percent
e. 35 percent
Difficulty: 1
Page Reference: 239-240
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: c. 2 percent
106. People are termed gifted in terms of intelligence if their IQ is above
a. 120.
b. 130.
c. 140.
d. 150.
e. 165.
Difficulty: 1
Page Reference: 239-241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: b. 130.
107. Which of the following is known to cause mental retardation?
a. abuse by the mother of alcohol during pregnancy
b. a genetic disorder such as PKU
c. postnatal accidents involving the head
d. conditions of deprivation or neglect
e. All of the above are correct.
Difficulty: 2
Page Reference: 240
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: e. All of the above are correct.
108. Which of the following can benefit a mentally retarded child?
a. encourage them to study harder
b. provide early interventions
c. place them in special group homes
d. provide programs that include sensory stimulation and social interaction
e. B and D are correct.
Difficulty: 2
Page Reference: 240
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: e. B and D are correct.
109. In 1921, ________ began an extensive project to study gifted individuals.
a. Francis Galton
b. Charles Darwin
c. David Wechsler
d. Lewis Terman
e. William Stern
Difficulty: 2
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: d. Lewis Terman
110. In his decades-long study of giftedness, Lewis Terman found
a. that there were surprisingly few professionals in his sample.
b. there were a great many professionals and even an “Einstein” or two.
c. that most gifted children generally grew up to be healthy and happy adults.
d. academic success was unrelated to IQ.
e. that high IQ was practically a guarantee of wealth and fame.
Difficulty: 2
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: c. that most gifted children generally grew up to be healthy and happy adults.
111. Which of the following statements about gifted people is true?
a. They are more likely to suffer from mental illnesses.
b. They are physically weaker than non-gifted persons.
c. They are often skilled leaders.
d. They are socially unskilled.
e. They are more likely to suffer from physical illnesses.
Difficulty: 2
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: c. They are often skilled leaders.
112. Beliefs that being gifted or a genius lead to being weird, socially awkward, or more
likely to suffer from mental illnesses were put to rest by
a. Binet’s development of the concept of IQ.
b. the development of the WAIS tests by Wechsler.
c. the Army Alpha tests study.
d. Terman’s longitudinal study of 1,528 gifted children.
e. the release of the Stanford-Binet by Lewis Terman in 1916.
Difficulty: 1
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: d. Terman’s longitudinal study of 1,528 gifted children.
113. Which was NOT a finding of the Lewis Terman’s study of gifted kids?
a.. They were socially well adjusted.
b. They were more resistant to mental illness.
c. They were clearly much more likely to be females.
d. They were above average in weight, height, and physical attractiveness.
e. They were more likely to be leaders.
Difficulty: 1
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: c. They were clearly much more likely to be females.
114. What did Terman’s groundbreaking study of gifted children accomplish?
a. It put to rest the myths that existed about genius in the early part of the
twentieth century.
b. It proved that gifted children and adults are more prone to mental illnesses or
odd behavior than other groups.
c. It demonstrated that they also have more than their share of failures.
d. It demonstrated genius is the only factor that influences real success in life.
e. It demonstrated that giftedness is strongly correlated with social immaturity.
Difficulty: 2
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: a. It put to rest the myths that existed about genius in the early part of the
twentieth century.
115. Ed and Carol have a daughter named Bonnie who has just received a score of 155 on
her IQ test. According your text, Ed and Carol should
a. enroll Bonnie in a private school.
b. push Bonnie to succeed.
c. do nothing special.
Correct. As your text notes, parents of gifted children should avoid over-reacting and
pushing unusual child-raising practices on their kids.
d. have Bonnie skip a grade or two in school.
e. gloat about Bonnie’s brilliance whenever she is near.
Incorrect. This could give Bonnie an unhealthy sense of herself, and thus lead to social
problems with her peers.
Difficulty: 3
Page Reference: 241
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Applied
Objective: 6.3
Answer: c. do nothing special.
116. Which of the following people would be considered a savant?
a. Carrie, who is mentally retarded
b. Luka, who is mentally retarded but has superb mathematical skills
Correct. Savant syndrome is found in individuals who have a remarkable talent even
though they are mentally slow in other domains.
c. Carter, who is gifted and does well at most tasks
Incorrect. Possessing an IQ that places one in the gifted range is not synonymous with
being a savant.
d. Abby, who is gifted but has major difficulties with spelling
e. Cleo, who is of average intelligence, but is great at math and terrible at spelling
Difficulty: 2
Page Reference: 242
Topic: Is Intelligence One or Many Abilities?
Skill: Applied
Objective: 6.4
Answer: b. Luka, who is mentally retarded but has superb mathematical skills
117. The area of psychology that specializes in mental testing is known as
a. measurement science.
b. psychometrics.
c. experimental psychology.
d. statistics.
e. intellectualization.
Difficulty: 2
Page Reference: 242
Topic: Psychometric Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: b. psychometrics.
118. The concept of ________ was denoted by the symbol “g” by Charles Spearman.
a. general intelligence
b. gender
c. giftedness
d. genetics
e. genius
Difficulty: 2
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: a. general intelligence
119. Charles Spearman believed that intelligence is composed of
a. verbal and mathematical abilities.
b. crystallized and visual-motor abilities.
c. a single entity called general intelligence.
d. analytical, creative, and practical intelligence.
e. eight different forms of intelligence.
Difficulty: 1
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. a single entity called general intelligence.
120. Charles Spearman argued that individual differences in intelligence
a. were subject to change from environmental influences.
b. could be altered by early intervention in childhood educational programs.
c. were innately determined.
d. were due to the influence of invisible “flux” fields that affect neurotransmitters.
e. could not be accurately measured.
Difficulty: 2
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. were innately determined.
121. Cattell would argue that a person who can name all seven of the dwarfs possesses
________ intelligence.
a. divergent
b. crystallized
Correct. Crystallized intelligence was conceived of as the knowledge that a person has
accumulated, plus the ability to access that knowledge.
c. fluid
Incorrect. Fluid intelligence refers to the ability to see complex relationships and solve
problems.
d. practical
e. experiential
Difficulty: 2
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Applied
Objective: 6.4
Answer: b. crystallized
122. Einstein would be considered to be ________ in ________.
a. low; creativity
b. high; crystallized intelligence
Incorrect. Crystallized intelligence was conceived of as the knowledge that a person has
accumulated, plus the ability to access that knowledge.
c. moderate; “g”
d. high; fluid intelligence
Correct. Fluid intelligence refers to the ability to see complex relationships and solve
problems.
e. low; “g”
Difficulty: 3
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Applied
Objective: 6.4
Answer: d. high; fluid intelligence
123. According to Robert Sternberg, ________is best described as “street smarts,” or the
ability to use information to get along in life. People who have it are self-aware, know
how to manipulate situations to their advantage, and know how to use inside information
to increase their odds of success.
a. analytical intelligence
b. creative intelligence
c. practical intelligence
d. naturalistic intelligence
e. none of these
Difficulty: 2
Page Reference: 243
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. practical intelligence
124. An example of Sternberg’s practical intelligence is
a. academic achievement only.
Incorrect. This would demonstrate analytical intelligence.
b. knowing when to plant corn.
Correct. This is something that might not be readily available in a textbook, but a farmer
who knows his or her craft would be able to make this decision with high accuracy.
c. having interpersonal and emotional skills.
d. learning how to write clearly.
e. knowing how to take two ingredients and create a new dish.
Difficulty: 2
Page Reference: 243
Topic: Cognitive Theories of Intelligence
Skill: Applied
Objective: 6.4
Answer: b. knowing when to plant corn.
125. Shalissa is described as being self-aware and able to manipulate situations to her
advantage. She is probably high in
a. analytical intelligence.
b. creative intelligence.
Incorrect. Creative intelligence is the ability to deal with new and different concepts and
come up with new ways of solving problems.
c. practical intelligence.
Correct. Practical intelligence is best described as “street smarts,” or the ability to use
information to get along in life.
d. fluid intelligence.
e. none of these
Difficulty: 2
Page Reference: 243
Topic: Cognitive Theories of Intelligence
Skill: Applied
Objective: 6.4
Answer: c. practical intelligence
126. Robert Sternberg would say that a person who does not do well in school despite
having a lot of “street smarts”
a. lacks fluid intelligence.
b. has a high “g.”
c. lacks divergent intelligence.
d. has much practical intelligence.
Correct. Practical intelligence is best described as “street smarts,” or the ability to use
information to get along in life
e. has much creative intelligence.
Incorrect. Creative intelligence is the ability to deal with new and different concepts and
come up with new ways of solving problems.
Difficulty: 3
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Conceptual
Objective: 6.4
Answer: d. has much practical intelligence.
127. According to Sternberg, your college grades would reflect your ________
intelligence.
a. fluid
b. analytical
Correct. This type of intelligence is the ability measured by most IQ tests, and includes
the ability to analyze problems and find correct answers.
c. experiential
d. practical
e. creative
Incorrect. Creative intelligence is the ability to deal with new and different concepts and
come up with new ways of solving problems.
Difficulty: 2
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Conceptual
Objective: 6.4
Answer: b. analytical
128. According to Sternberg, Picasso would score as high in ________ intelligence.
a. creative
Correct. Creative intelligence is the ability to deal with new and different concepts and
come up with new ways of solving problems.
b. analytical
Incorrect. This type of intelligence is the ability measured by most IQ tests, and includes
the ability to analyze problems and find correct answers.
c. experiential
d. practical
e. triarchic
Difficulty: 2
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Applied
Objective: 1.4
Answer: a. creative
129. Sternberg’s theory of intelligence combines __________ main forms of intelligence.
a. nine
b. seven
c. five
d. three
e. two
Difficulty: 3
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: d. three
130. What three types of intelligence constitute Sternberg’s triarchic theory of
intelligence?
a. global, intuitive, and special
b. general, global, and specific
c. analytical, creative, and practical
d. mathematical, reasoning, and verbal
e. interpersonal, intrapersonal, and independent
Difficulty: 1
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. analytical, creative, and practical
131. Which of the following is NOT one of the areas of intelligence described by
Sternberg?
a. analytical
b. exponential
c. practical
d. creative
e. These are all parts of Sternberg’s theory of intelligence.
Difficulty: 1
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: b. exponential
132. According to Robert Sternberg, which type of intelligence is least likely to predict
success in an academic environment?
a. analytical intelligence
b. creative intelligence
c. practical intelligence
d. kinesthetic intelligence
e. none of these
Difficulty: 1
Page Reference: 243-244
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. practical intelligence
133. According to Robert Sternberg, ________ is the ability to deal with new and
different concepts and to come up with new ways of solving problems.
a. analytical intelligence
b. creative intelligence
c. practical intelligence
d. divergent intelligence
e. none of these
Difficulty: 2
Page Reference: 244
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: b. creative intelligence
134. Howard Gardner claims that people may have as many as ________ separate mental
abilities.
a. 150
b. 6
c. 8
d. 3
e. 21
Difficulty: 2
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. 8
135. Janet cannot get along well with others, but she is the best in her class at reading.
According to Howard Gardner, she lacks ________ intelligence but possesses much
________ intelligence.
a. musical; spatial
Incorrect. Musical intelligence is the ability to perform, compose, and appreciate
musical patterns, rhythms, and pitches. Spatial intelligence is the ability to form and
manipulate mental images of objects and to consider their relationships in space.
b. rhythmic; logical
c. bodily-kinesthetic; intrapersonal
d. interpersonal; linguistic
Correct. Interpersonal intelligence is the ability to understand other people’s intentions,
emotions, motives, and actions and the ability to work well with others. Linguistic
intelligence is seen by measures such as vocabulary and reading comprehension tests.
e. spatial; linguistic
Difficulty: 3
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Applied
Objective: 6.4
Answer: d. interpersonal; linguistic
136. Which of these is one of Howard Gardner’s multiple intelligences?
a. poetic
b. digital
c. creative
d. naturalistic
e. analytical
Difficulty: 1
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: d. naturalistic
137. Gardner and his associates are known for proposing the
a. generalized theory of intelligence.
b. triarchic theory of intelligence.
c. theory of multiple intelligences.
d. theory of emotional intelligence.
e. concept of the “g-factor..”
Difficulty: 1
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: c. theory of multiple intelligences.
138. Gardner’s theory of multiple intelligences divides intelligence into ________
independent abilities.
a. two
b. four
c. six
d. eight
e. twelve
Difficulty: 1
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: d. eight
139. A theory of intelligence with eight components was postulated by
a. Gardner.
b. Spearman.
c. Sternberg.
d. Terman.
e. Cattell.
Difficulty: 1
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: a. Gardner.
140. Interpersonal intelligence is to intrapersonal intelligence as
a. others are to self.
Correct. Interpersonal intelligence is the ability to understand other people’s intentions,
emotions, motives, and actions and the ability to work well with others. Intrapersonal
intelligence is the ability to know oneself, to develop a coherent sense of identity, and to
regulate one’s life.
b. self is to others.
Incorrect. This is the opposite of the correct answer.
c. positive is to negative.
d. “street smarts” is to “book smarts.”
e. “book smarts” is to “street smarts.”
Difficulty: 3
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Conceptual
Objective: 6.4
Answer: a. others are to self.
141. Which of the mental abilities noted by Gardner could be thought of as relating to
emotional intelligence?
a. musical; spatial
Incorrect. Neither of these factors in Gardner’s theory are directly related to emotional
intelligence.
b. rhythmic; logical
c. bodily-kinesthetic; intrapersonal
d. interpersonal; intrapersonal
Correct. Interpersonal intelligence is the ability to understand other people’s intentions,
emotions, motives, and actions and the ability to work well with others. Intrapersonal
intelligence is the ability to know oneself, to develop a coherent sense of identity, and to
regulate one’s life.
e. spatial; linguistic
Difficulty: 3
Page Reference: 245
Topic: Cognitive Theories of Intelligence
Skill: Conceptual
Objective: 6.4
Answer: d. interpersonal; intrapersonal
142. John Berry found that the explanation of intelligence by members of the Cree
culture focuses on
a. wealth.
b. respect.
c. active thinking.
d. speed.
e. innate ability.
Difficulty: 2
Page Reference: 246
Topic: Cultural Definitions of Intelligence
Skill: Factual
Objective: 6.4
Answer: b. respect.
143. Frida is a substitute teacher who is taking over for Susan. Susan’s two classes are
equally good, but Susan decides to tell Frida that the afternoon class is smarter. Based on
the research of Rosenthal and Jacobson, we could expect
a. the afternoon class to perform better.
Correct. When one is exposed to a self-fulfilling prophecy, (s)he often behaves in ways
that support this previously held belief.
b. Frida to try to treat the two classes the same.
c. to defend the morning class by saying they are smarter.
d. Frida to figure out that Susan was lying.
e. the morning class to get better treatment from Frida.
Incorrect. While this may be partially accurate, it is not directly related to the idea of the
self-fulfilling prophecy, which addresses how we behave when we know that others hold
preformed beliefs about us.
Difficulty: 2
Page Reference: 249
Topic: Psychology Matters: Test Scores and the Self-Fulfilling Prophecy
Skill: Applied
Objective: 6.4
Answer: a. the afternoon class to perform better.
144. A self-fulfilling prophecy occurs when people
a. forget their original expectations once the results are in.
b. perform at their expected level.
c. perform better than expected.
d. try harder when others have negative expectations.
e. give up because of low motivation.
Difficulty: 2
Page Reference: 249
Topic: Psychology Matters: Test Scores and the Self-Fulfilling Prophecy
Skill: Factual
Objective: 6.4
Answer: b. perform at their expected level.
145. An example of ________ is a person who is expected to do poorly by his/her
teacher, and then actually does poorly.
a. divergent thinking
b. lack of interpersonal intelligence
c. high crystallized intelligence
d. an accurate “g”
Incorrect. The concept of the “g-factor” refers to Spearman’s beliefs about the nature of
intelligence. It is not related to the self-fulfilling prophecy, which is the answer to this
question.
e. a self-fulfilling prophecy
Correct. When one is exposed to a self-fulfilling prophecy, (s)he often behaves in ways
that support this previously held belief.
Difficulty: 3
Page Reference: 249
Topic: Psychology Matters: Test Scores and the Self-Fulfilling Prophecy
Skill: Applied
Objective: 6.4
Answer: e. a self-fulfilling prophecy
146. Most researchers who study the role of race and IQ testing have concluded that
a. there are strong genetically based differences between ethnic and racial groups
in the area of IQ test performance.
b. although differences between ethnic and racial groups on standardized IQ tests
may be demonstrated, the more likely factor in this difference is environmental.
c. the issue should not be studied because of its disruptive nature to society.
d. IQ tests are so strongly biased against certain racial groups because of the
political pressure that exists to create such biased tests.
e. none of these
Difficulty: 2
Page Reference: 251
Topic: Intelligence and the Politics of Immigration
Skill: Factual
Objective: 6.5
Answer: b. although differences between ethnic and racial groups on standardized IQ
tests may be demonstrated, the more likely factor in this difference is environmental.
147. Which psychologist supported the use of English-based intelligence tests to screen
immigrants to the United States?
a. Wechsler
b. Skinner
c. Binet
d. Goddard
e. Stern
Difficulty: 2
Page Reference: 251
Topic: Intelligence and the Politics of Immigration
Skill: Factual
Objective: 6.5
Answer: d. Goddard
148. If intelligence is determined primarily by heredity, which pair should show the
highest correlation between IQ scores?
a. fraternal twins
b. identical twins
c. brothers and sisters
d. parents and children
e. cousins
Difficulty: 2
Page Reference: 251-252
Topic: What Evidence Shows That Intelligence Is Influenced by Heredity?
Skill: Factual
Objective: 6.5
Answer: b. identical twins
149. The highest correlation among IQ scores is for
a. identical twins.
b. parent and child.
c. non-twin siblings.
d. foster parent and child.
e. fraternal twins.
Difficulty: 2
Page Reference: 251-252
Topic: What Evidence Shows That Intelligence Is Influenced by Heredity?
Skill: Factual
Objective: 6.5
Answer: a. identical twins.
150. Tim and Jim are identical twins who were raised apart. Ned and Ed are fraternal
twins who were raised together. Which pair of twins will have more similar IQ scores, if
either?
a. Tim and Jim
Correct. Tim and Jim share genetic commonalities. Their IQs will probably be the most
similar even though they did not share environments growing up.
b. Ned and Ed
Incorrect. Ned and Ed share environments, but identical genetics.
c. Their IQs will be the same, because environment and genetics interact equally
across both cases.
d. It is impossible to answer based on the given information.
e. All twins have the same IQ
Difficulty: 2
Page Reference: 251-252
Topic: What Evidence Shows That Intelligence Is Influenced by Heredity?
Skill: Applied
Objective: 6.5
Answer: a. Tim and Jim
151. Which of the following groups of children is most likely to have the most similar IQ
scores?
a. identical twins reared apart
Incorrect. Identical twins reared apart have the same genetics but a different
environment; therefore, their IQs would not be as similar as those of identical twins
reared together due to their different experiences and education.
b. same-sex fraternal twins
c. siblings reared together
d. identical twins reared together
Correct. Identical twins reared together are most likely to have similar IQs because both
their genetics and their environment are almost the same.
e. opposite-sex fraternal twins
Difficulty: 2
Page Reference: 251-252
Topic: What Evidence Shows That Intelligence Is Influenced by Heredity?
Skill: Conceptual
Objective: 6.5
Answer: d. identical twins reared together
152. Which of the following statements about heredity and intelligence is TRUE?
a. Similarities in intelligence between identical twins who were separated at birth
and raised in different houses must be due to heredity.
b. Differences in intelligence between identical twins must be due to differences
in their environments.
Correct. Identical twin differences seem to be due to environment.
c. If identical twins are separated at birth and raised in different homes, yet still
have similar intelligence scores, the similarity in their scores must be due to
hereditary influences.
Incorrect. Identical twin differences seem to be due to environment.
d. Prenatal influences have little, if any, influence on intelligence and need not be
taken into account when studying environmental influences.
e. The influence of heredity are irrelevant if there is no environmental support for
one’s intellectual growth.
Difficulty: 2
Page Reference: 253-254
Topic: Heritability (not Heredity) and Group Differences
Skill: Conceptual
Objective: 6.5
Answer: b. Differences in intelligence between identical twins must be due to differences
in their environments.
153. Heritability refers to
a. differences between identical twins raised apart.
b. the amount of variation in a group that can be attributed to genetic differences.
c. the impact of schooling on IQ scores.
d. concordance differences between siblings.
e. the impact of sensory deprivation on cognitive growth.
Difficulty: 1
Page Reference: 253
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: b. the amount of variation in a group that can be attributed to genetic
differences.
154. Heritability refers to ________ not ________.
a. stereotype effect; self-fulfilling prophecies
b. positive labeling; negative labeling
c. within-group differences; between-group differences
d. aptitude; achievement
e. validity; reliability
Difficulty: 2
Page Reference: 253
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: c. within-group differences; between-group differences
155. We can speak of ________ only within a group of individuals who have shared the
same environment.
a. achievement tests
b. heritable differences
c. intelligence quotients
d. interpersonal validity
e. aptitude reliability
Difficulty: 1
Page Reference: 253
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: b. heritable differences
156. ________ argued that racial differences in IQ scores have a genetic basis.
a. Francis Galton
b. Arthur Jensen
c. Henry Goddard
d. Erik Erikson
e. Lewis Terman
Difficulty: 2
Page Reference: 253-254
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: b. Arthur Jensen
157. Critics claimed that Jensen minimized or ignored the impact of all of the following
in terms of racial differences EXCEPT for
a. the effects of racism.
b. different teacher expectations in school.
c. lack of opportunity.
d. low self-esteem.
e. heredity.
Difficulty: 2
Page Reference: 254
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: e. heredity.
158. Based on Scarr and Weinberg’s study, you would expect that Black and White
children who were ________ at birth would exhibit IQ scores that reflected a strong
effect of the environment.
a. mentally retarded
b. from lower social classes
c. adopted
d. low in weight at
e. placed in special facilities
Difficulty: 2
Page Reference: 254
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: c. adopted
159. Scarr and Weinberg found that ________ by the time of late adolescence.
a. there was no difference between black and white adoptees’ IQ scores
b. White adoptees’ IQ scores were higher than Black children’s
c. Black adoptees’ IQ scores were higher than White children’s
d. White adoptees’ IQ scores improved while Black adoptees’ scores plummeted
e. Black and White adoptees’ IQ scores decreased
Difficulty: 2
Page Reference: 254
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: a. there was no difference between Black and White adoptees’ IQ scores
160. A problem with the Head Start enrichment program is that it
a. may not start early enough.
Correct. The text suggests that such programs that intervene earlier may be even more
effective than the current Head Start program.
b. has had no impact on IQ scores.
c. cannot undo the effects of poverty.
Incorrect. On the contrary, students from impoverished backgrounds seem to do better
when given a chance to enter the Head Start program.
d. reaches all of the children who need it.
e. has no long term impact.
Difficulty: 3
Page Reference: 255
Topic: Heritability (not Heredity) and Group Differences
Skill: Conceptual
Objective: 6.5
Answer: a. may not start early enough.
161. A source of bias that may explain racial IQ differences is the fact that most IQ tests
rely heavily on
a. math skills.
Incorrect. Given that math can sometimes be tested without the use of a specific
language, this would not be an accurate response.
b. vocabulary level.
Correct. Because people from different cultures may not have the same fluency of
English as native English-speakers, this linguistic barrier may set them up to do poorer on
IQ tests.
c. the ability to pay attention.
d. individual responsibility.
e. interpersonal intelligence.
Difficulty: 3
Page Reference: 255
Topic: Heritability (not Heredity) and Group Differences
Skill: Conceptual
Objective: 6.5
Answer: b. vocabulary level.
162. Culture-fair tests attempt to measure
a. the intelligence of people coming from outside the culture in which the test was
devised.
Correct. Culture-fair tests attempt to measure the intelligence of people coming from
outside the culture in which the test was devised.
b. the intelligence of people coming from inside the culture in which the test was
devised.
c. cultural background.
d. the effects of culture on people’s intellectual and creative skills.
Incorrect. Culture-fair tests attempt to measure the intelligence of people coming from
outside the culture in which the test was devised.
e. stereotype threat.
Difficulty: 2
Page Reference: 255-256
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: a. the intelligence of people coming from outside the culture in which the test
was devised.
163. Many items on a “culture-fair” test require the use of
a. nonverbal abilities such as rotating objects.
Correct. Nonverbal abilities, such as rotating objects, don’t depend on familiarity with a
particular culture and language.
b. verbal knowledge.
c. musical knowledge.
d. knowledge of major world historical figures.
Incorrect. Ideas as to who are the world’s major historical figures will differ from
culture to culture.
e. reading knowledge.
Difficulty: 1
Page Reference: 255-256
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: a. nonverbal abilities such as rotating objects.
164. Which of the following is a desirable characteristic of culture-fair tests?
a. They should minimize or eliminate the use of language.
Correct. Culture-fair tests should minimize or eliminate the use of language because
language has cultural biases.
b. They should not attempt to measure intelligence.
c. They should be composed of items that vary from culture to culture.
d. They should measure values based on a person’s cultural background.
Incorrect. Culture-fair tests measure intelligence, not values.
e. They should test individual people in their own native language.
Difficulty: 2
Page Reference: 255-256
Topic: Heritability (not Heredity) and Group Differences
Skill: Conceptual
Objective: 6.5
Answer: a. They should minimize or eliminate the use of language.
165. Vanessa, who is African American, felt that her performance on the entrance exam
was being judged by the standard of a negative stereotype when she was told by the
assistant principal that White candidates performed 20% better. This is known as
a. stereotype threat.
b. bias threat.
c. racial threat.
d. prejudicial threat.
e. negative threat.
Difficulty: 2
Page Reference: 256-257
Topic: Psychology Matters: Stereotype Threat
Skill: Factual
Objective: 6.5
Answer: a. stereotype threat.
2.0 - Chapter 06 Completion
1. Define what is involved in cognition.
Difficulty: 1
Page Reference: 215
Topic: What Are the Components of Thought?
Skill: Factual
Objective: 6.1
Answer: Cognition refers to the mental processes involved in thinking and intelligence.
2. The concepts associated with motorcycles, your best friend’s face, broccoli, and Mount
Rushmore are examples of ________.
Difficulty: 2
Page Reference: 216
Topic: What Are the Components of Thought?
Skill: Applied
Objective: 6.1
Answer: a. natural concepts
3. Which brain-scan methods are used to study thought processing with specific brain
areas?
Difficulty: 3
Page Reference: 218
Topic: Thought and the Brain
Skill: Factual
Objective: 6.1
Answer: PET scans, MRI scans, and fMRI scans.
4. Name two general approaches to problem solving.
Difficulty: 2
Page Reference: 223-224
Topic: Problem Solving
Skill: Factual
Objective: 6.2
Answer: trial-and-error; algorithms, heuristics
5. What is the term used to describe an innate potential ability that we have within a
specific domain?
Difficulty: 2
Page Reference: 230
Topic: Becoming a Creative Genius
Skill: Factual
Objective: 6.2
Answer: aptitude
6. What was the formula used to compute IQ?
Difficulty: 2
Page Reference: 236
Topic: American Psychologists Borrow Binet and Simon’s Idea
Skill: Factual
Objective: 6.3
Answer: IQ = Mental Age (MA) divided by Chronological Age (CA) times 100
7. What type of distribution describes IQ scores?
Difficulty: 3
Page Reference: 237
Topic: Calculating IQs “on the Curve”
Skill: Conceptual
Objective: 6.3
Answer: Such scores are normally distributed where most people score around the
average and relatively few people have extreme high or low scores.
8. How is giftedness defined in terms of IQ scores?
Difficulty: 2
Page Reference: 239-240
Topic: Psychology Matters: What Can You Do for an Exceptional Child?
Skill: Factual
Objective: 6.3
Answer: a test score greater than 130
9. Cattell used the term ________ intelligence to describe the ability to see complex
relationships and solve problems.
Difficulty: 2
Page Reference: 243
Topic: Psychometric Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: a. fluid
10. What form of intelligence was defined by Gardner as the ability to understand
yourself?
Difficulty: 3
Page Reference: 245
Topic: Cognitive Theories of Intelligence
Skill: Factual
Objective: 6.4
Answer: intrapersonal intelligence
11. The amount of variability within a group that is due to genetics is known as what?
Difficulty: 3
Page Reference: 253
Topic: Heritability (not Heredity) and Group Differences
Skill: Factual
Objective: 6.5
Answer: heritability
3.0 - Chapter 06 Essay
1. Describe the roles played by schemas and scripts in rational thought.
Difficulty: 2
Page Reference: 215-221
Topic: What Are the Components of Thought?; Psychology Matters: Schemas and
Scripts Help You Know What to Expect
Skill: Factual
Objective: 6.1
Answer: A schema is a cluster of related concepts that form a framework for thinking
about a topic or event. Schemas provide expectations that allow us to use a term in
different contexts. Schemas can accumulate new information or can be altered to
accommodate new facts. A schema for an event (going to the restaurant) is known as a
script. These help us decide how to act in a specific situation.
2. Describe the mental barriers to problem solving.
Difficulty: 3
Page Reference: 225-229
Topic: Problem Solving
Skill: Conceptual
Objective: 6.2
Answer: A person may have misidentified what the problem is in the first place. Other
problem-solving obstacles include mental sets, self-imposed limits, functional fixedness,
lack of knowledge or interest, fatigue or stress. Bias can be an issue (such as availability,
representativeness, hindsight, confirmation, and anchoring).
3. Describe Gardner’s approach to understanding intelligence.
Difficulty: 2
Page Reference: 244-245
Topic: Cognitive Theories of Intelligence
Skill: Conceptual
Objective: 6.4
Answer: Gardner believes that intelligence has various components. Gardner believes
that intelligence consisted of seven multiple intelligences: linguistic (vocabulary and
reading), logical-mathematical, spatial (thinking about relationships in space), musical,
bodily-kinesthetic (movement and coordination), interpersonal (knowing others), and
intrapersonal (knowing yourself).
4. Describe some of the factors that may account for differences between the IQ scores
between Blacks and Whites.
Difficulty: 3
Page Reference: 250-255
Topic: How Do Psychologists Explain IQ Differences Among Groups?
Skill: Conceptual
Objective: 6.5
Answer: These differences may be due to genetics (Jensen’s view), whereas others claim
it has more to do with upbringing and environment. In terms of the environment, poverty,
schooling, poor prenatal health, nutrition, access to books and computers, parental time
and education, self-fulfilling prophecies, school quality, test bias, training, and who is
doing the testing may all impact scores.