
The use of mental concepts, problem solving, and decision making are all mental aspects of what we commonly call    
A.   A. intelligence.    
B.  B. cognition.    
C.  C. mental sets.    
D.  D. mental abilities and skills.    
E.      
ANSWER: A

Several definitions of intelligence are presented in the video, including defining intelligence as one's ability to solve problems and to    
A.  A. have good verbal skills.    
B.  B. do well in school.    
C.   C. succeed in life.    
D.  D. think rationally.    
E.      
ANSWER: C

The global capacity to think rationally, act purposefully, and deal effectively with the environment is called    
A.  A. psychopathology.    
B.  B. emotional reaction.    
C.   C. intelligence.    
D.  D. aptitude test.    
E.      
ANSWER: C

Intelligence quotient, or IQ, is a measure derived by comparing an individual's score to that of others in    
A.   A. the same age group.    
B.  B. different age groups.    
C.  C. a bell-shaped curve.    
D.  D. the same testing situation.    
E.      
ANSWER: A

The video informed us that in the early 1900's, IQ tests were designed and used as a way of    
A.  A. determining mental retardation.    
B.   B. screening immigrant populations.    
C.  C. determining entrance into colleges and universities.    
D.  D. deciding what branch of service a person would be assigned.    
E.      
ANSWER: B

Intelligence quotient is a measurement of _____________, in which an individual's mental level is expressed in terms of the average abilities of a given age group.    
A.  A. aptitudes    
B.   B. intelligence    
C.  C. validity    
D.  D. reliability    
E.      
ANSWER: B

The observation that brighter children performed like older children led to the concept of    
A.  A. age-dependent testing.    
B.  B. age bias.    
C.   C. mental age.    
D.  D. chronological age.    
E.      
ANSWER: C

The _______________ test (first published in 1916 for American use) was for many years the method used in schools to measure intelligence.    
A.  A. WAIS    
B.  B. Multiple Intelligence    
C.  C. triarchic theory of intelligence    
D.   D. Stanford-Binet    
E.      
ANSWER: D

Examinations that offer an assessment of a person's ability to benefit from training or education are known as _____________ tests.    
A.  A. standardized     
B.   B. aptitude     
C.  C. intelligence    
D.  D. achievement    
E.      
ANSWER: B

_____________ tests are tests designed to measure the level of knowledge, skill, or accomplishment, whereas _____________ tests assess a person's ability.    
A.   A. Achievement; aptitude    
B.  B. Aptitude; achievement    
C.  C. Intelligence; achievement    
D.  D. Achievement; intelligence    
E.      
ANSWER: A

If a test accurately measures what it has proposed to measure, the test is _________________, whereas if a test produces consistent results when administered repeatedly under similar conditions, the test has ________________.    
A.   A. valid; reliability    
B.  B. reliable; validity    
C.  C. creative; standardization    
D.  D. standard; creativity    
E.      
ANSWER: A

The administration of a test to a large representative sample of people under uniform conditions for the purpose of establishing norms is the process called    
A.   A. standardization.    
B.  B. experimentation of norms.    
C.  C. process of testing aptitude.    
D.  D. process of replication.    
E.      
ANSWER: A

_________________ is the notion that a common factor is at the core of different mental abilities.    
A.  A. Aptitude testing    
B.   B. General intelligence    
C.  C. Achievement    
D.  D. Intelligence    
E.      
ANSWER: B

General intelligence sometimes is referred to as the    
A.   A. g factor.    
B.  B. g string.    
C.  C. g scale.    
D.  D. g note.    
E.      
ANSWER: A

The _______________ of intelligence emphasizes both the universal aspects of intelligent behavior and the importance of adapting to social and cultural environments.    
A.  A. multiple intelligence theory    
B.  B. WASC theory    
C.   C. triarchic theory    
D.  D. humanistic theory    
E.      
ANSWER: C

The three forms of intelligence under the triarchic theory are analytic intelligence, ________________ intelligence, and practical intelligence.    
A.  A. adaptive    
B.   B. creative    
C.  C. pragmatic    
D.  D. multiple    
E.      
ANSWER: B

In the video, psychologist ________________ explains that his triarchic theory of intelligence focuses on three critical areas: analytic, creative, and practical intelligence.    
A.   A. Robert Sternberg    
B.  B. Albert Binet    
C.  C. Howard Gardner    
D.  D. David Wechsler    
E.      
ANSWER: A

In the video, Dr. Daz-Lefebvre gave several examples of Howard Gardner's concept of    
A.  A. logical-mathematical intelligence.    
B.  B. interpersonal intelligence.    
C.   C. multiple intelligences.    
D.  D. naturalistic intelligence.    
E.      
ANSWER: C

Gardner's eight separate intelligences are linguistic, musical, spatial, bodily-kinesthetic, and     
A.  A. logical-mathematical intelligence.    
B.  B. interpersonal and intrapersonal intelligence.    
C.  C. naturalistic intelligence.    
D.   D. a, b, and c.    
E.      
ANSWER: D

_____________ refers to the notion that intelligence is not a single, general mental capacity, but rather consists of a variety of different mental abilities.    
A.  A. Logical-mathematical intelligence    
B.  B. Interpersonal and intrapersonal intelligence    
C.   C. Multiple intelligences    
D.  D. Naturalistic intelligence    
E.      
ANSWER: C

The percentage of variation within a given population that is due to heredity is called    
A.   A. heritability.    
B.  B. normal distribution.    
C.  C. inherited variation factor.    
D.  D. genetic makeup.    
E.      
ANSWER: A

In the video, you learned that one of the main problems with early intelligence tests was that they were based on the notion that    
A.  A. only certain ethnic children were intelligent.    
B.  B. math was the most representative ability of intelligent people.    
C.  C. men on the average are more intelligent than women.    
D.   D. people are born with certain level of intelligence that rarely changes.    
E.      
ANSWER: D

In the video, Dr. Nancy Segal discussed that what determines a person's intelligence is often referred to as the    
A.  A. nature question.    
B.  B. nurture question.    
C.  C. genetic theory of intelligence.    
D.   D. nature vs. nurture question.    
E.      
ANSWER: D

Cross-cultural studies have been helpful in showing the effects of    
A.  A. genetic factors that influence intelligence.    
B.  B. education in developing countries.    
C.   C. social discrimination on intelligence.    
D.  D. early intelligence testing.    
E.      
ANSWER: C

A(n) ______________ is a concern a person might have that they will be evaluated negatively simply because of the culture or group to which they belong.    
A.  A. mental implosion    
B.   B. stereotypic threat    
C.  C. intelligence    
D.  D. environmental characteristic     
E.      
ANSWER: B

Flashes of insight or inspiration can play a role in _____________, but usually after a great deal of work.    
A.  A. environment    
B.  B. rational thinking    
C.   C. creativity    
D.  D. emotionality    
E.      
ANSWER: C

We could say that a _______________ person is especially good at generating useful, original, and novel ideas.    
A.  A. practical    
B.   B. creative    
C.  C. mentally set    
D.  D. crystallized     
E.      
ANSWER: B

Some ways in which ______________ can be enhanced include trying different approaches, reinforcing creative behavior, acquiring relevant knowledge, and focusing on problem finding.    
A.  A. pragmatic thinking    
B.   B. creativity    
C.  C. functional fixedness    
D.  D. mental set    
E.      
ANSWER: B

