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Exploring Intelligence: Multiple Theories and Measurement Approaches

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53 diapositives · 672 Views · Aug 23, 2014

This chapter delves into the various theories of intelligence, including Charles Spearman's g-factor and Howard Gardner's multiple intelligences. It discusses the limitations of single IQ scores in predicting life success and emphasizes the importance of personality and emotional intelligence. The chapter also highlights distinct abilities found in individuals with autism and the concept of creative intelligence. Moreover, it touches upon various intelligence tests and their evolution, explaining how standardized measures assess intelligence in diverse contexts.

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  1. Chapter 11: Intelligence Take a Test Different Strokes How do we measure it? Where do you get yours? Smart, How? 100

  2. 1. Charles Spearman believed: • A) intelligence could not be measured by only one IQ score. • B) IQ alone can not predict success in life. • C) the g factor describes general, overall intelligence. • D) personality is more important than IQ in measuring success.

  3. 2. Howard Gardner believes that intelligence must be defined: • A) by a single factor, called g. • B) within the context of a particular culture. • C) in terms of Verbal, Performance and Full Scale IQ’s. • D) in terms of multiple factors.

  4. 3. Some people, mostly males with autism, have extremely limited abilities; yet, they have a specific ability far beyond the capabilities of the average person. They have: • A) mental retardation. • B) the g factor. • C) inherited genius. • D) savant syndrome.

  5. 4. Robert Sternberg describes three intelligences, including all of the following, except: • A) Analytical. • B) Mathematical. • C) Creative. • D) Practical.

  6. The statistical procedure which identifies clusters of related items is called: • A) factor analysis. • B) cluster computation. • C) chunking comparison. • D) correlation coefficient.

  7. 6. Being able to respond appropriately when interacting with others suggests: • A) multiple intelligences. • B) street smarts. • C) emotional intelligence. • D) creative intelligence.

  8. 7. Studies of creative people suggest five components of creativity, including the personality described as: • A) a venturesome personality. • B) a stickler for details. • C) a strict follower of rules. • D) a loner.

  9. 8. Studies show that intelligent people differ in their brain’s ability to adapt and grow to the environment, called: • A) synaptic development. • B) neural plasticity. • C) developmental process. • D) inherited potential.

  10. 9. Creative people have a desire to come up with new ideas as the result of: • A) getting paid for it. • B) being pressured to perform. • C) extrinsic motivation. • D) intrinsic motivation.

  11. 10. In considering the impact of general intelligence on success: • A) measured IQ is correlated with obtaining academic success. • B) emotional IQ is correlated with being successful in one’s career. • C) measured IQ is correlated with obtaining a good job. • D) all of the above.

  12. 11. Originally, IQ was determined by calculating: • A) the average score on Binet’s test. • B) mental age / chronological age X 100. • C) the total score on Binet’s test. • D) chronological age X mental age / 100.

  13. 12. Lewis Terman made changes to an earlier test, established new norms and published it as the first American intelligence test, called the: • A) Binet Intelligence Test. • B) Wechsler Intelligence Scales. • C) Stanford-Binet Intelligence Test. • D) Alpha-Beta Test of Intelligence.

  14. 13. Today’s IQ is different from the original in that: • A) it is no longer calculated with a formula. • B) it is based on the average performance for each age group. • C) it is no longer an “intelligence quotient”. • D) all of the above.

  15. 14. When you took your driver’s test, you were taking a type of test called a(n): • A) achievement test. • B) aptitude test. • C) skill test. • D) self-study test.

  16. 15. The Wechsler Scales have the important advantage over the Stanford-Binet in that the WAIS offers: • A) a more accurate measure of g. • B) several scores other than the general IQ. • C) easier administration. • D) a more reliable instrument.

  17. 16. A subject will be administered the WAIS or the WISC, depending on: • A) whether or not the subject can read. • B) the primary language of the subject. • C) the age of the subject. • D) the training of the administrator.

  18. 17. Standardized tests such as the WAIS follow a bell-shaped pattern of scores called the: • A) average distribution. • B) normal curve. • C) bell scatter. • D) normative spread.

  19. 18. Because the WAIS and WISC are standardized, 68% of the IQ scores achieved on them are between: • A) 95 to 105. • B) 90 to 110. • C) 85 to 115. • D) 80 to 120.

  20. 19. When a measurement yields the same results each time it is used, it has a high: • A) reliability. • B) validity. • C) correlation. • D) respectability.

  21. 20. Mental Retardation is defined by difficulty living independently, and an IQ of: • A) less than 100. • B) 70 or less. • C) 85 or less. • D) 60 or less.

  22. 21. As adopted children grow up, their intelligence: • A) varies considerably according to their environment. • B) is much more like their adoptive parents. • C) is much more like their biological parents. • D) is nothing like either their adoptive or biological parents.

  23. 22. Project Head Start’s effectiveness: • A) dissipates over time. • B) can help disadvantaged children prepare for school. • C) has long lasting benefit on emotional intelligence. • D) all of the above.

  24. 23. The finding that Asian students significantly outperform North American students in math achievement tests is because: • A) Asians are genetically superior in math. • B) Asian students spend much more time studying math. • C) American students watch too much TV. • D) American students have more important things to do.

  25. 24: Girls are inherently better than boys at all of the following except: • A) spelling. • B) mentally dealing with 3 dimensional objects. • C) learning and remembering words. • D) finding things.

  26. 25. The finding that women scored higher on math tests when no males were present gives evidence for the phenomenon of: • A) physical attraction. • B) gender roles. • C) stereotype threat. • D) nothing; females are never good at math.

  27. Answers Stop here, or continue as a review

  28. 1. Charles Spearman believed: • A) intelligence could not be measured by only one IQ score. • B) IQ alone can not predict success in life. • C) the g factor describes general, overall intelligence. • D) personality is more important than IQ in measuring success. 432

  29. 2. Howard Gardner believes that intelligence must be defined: • A) by a single factor, called g. • B) within the context of a particular culture. • C) in terms of Verbal, Performance and Full Scale IQ’s. • D) in terms of multiple factors. 433

  30. 3. Some people, mostly males with autism, have extremely limited abilities; yet, they have a specific ability far beyond the capabilities of the average person. They have: • A) mental retardation. • B) the g factor. • C) inherited genius. • D) savant syndrome. 433

  31. 4. Robert Sternberg describes three intelligences, including all of the following, except: • A) Analytical. • B) Mathematical. • C) Creative. • D) Practical. 435

  32. The statistical procedure which identifies clusters of related items is called: • A) factor analysis. • B) cluster computation. • C) chunking comparison. • D) correlation coefficient. 432

  33. 6. Being able to respond appropriately when interacting with others suggests: • A) multiple intelligences. • B) street smarts. • C) emotional intelligence. • D) creative intelligence. 436

  34. 7. Studies of creative people suggest five components of creativity, including the personality described as: • A) a venturesome personality. • B) a stickler for details. • C) a strict follower of rules. • D) a loner. 439

  35. 8. Studies show that intelligent people differ in their brain’s ability to adapt and grow to the environment, called: • A) synaptic development. • B) neural plasticity. • C) developmental process. • D) inherited potential. 440

  36. 9. Creative people have a desire to come up with new ideas as the result of: • A) getting paid for it. • B) being pressured to perform. • C) extrinsic motivation. • D) intrinsic motivation. 439

  37. 10. In considering the impact of general intelligence on success: • A) measured IQ is correlated with obtaining academic success. • B) emotional IQ is correlated with being successful in one’s career. • C) measured IQ is correlated with obtaining a good job. • D) all of the above. 437

  38. 11. Originally, IQ was determined by calculating: • A) the average score on Binet’s test. • B) mental age / chronological age X 100. • C) the total score on Binet’s test. • D) chronological age X mental age / 100. 444

  39. 12. Lewis Terman made changes to an earlier test, established new norms and published it as the first American intelligence test, called the: • A) Binet Intelligence Test. • B) Wechsler Intelligence Scales. • C) Stanford-Binet Intelligence Test. • D) Alpha-Beta Test of Intelligence. 443

  40. 13. Today’s IQ is different from the original in that: • A) it is no longer calculated with a formula. • B) it is based on the average performance for each age group. • C) it is no longer an “intelligence quotient”. • D) all of the above. 444

  41. 14. When you took your driver’s test, you were taking a type of test called a(n): • A) achievement test. • B) aptitude test. • C) skill test. • D) self-study test. 444

  42. 15. The Wechsler Scales have the important advantage over the Stanford-Binet in that the WAIS offers: • A) a more accurate measure of g. • B) several scores other than the general IQ. • C) easier administration. • D) a more reliable instrument. 445

  43. 16. A subject will be administered the WAIS or the WISC, depending on: • A) whether or not the subject can read. • B) the primary language of the subject. • C) the age of the subject. • D) the training of the administrator. 445

  44. 17. Standardized tests such as the WAIS follow a bell-shaped pattern of scores called the: • A) average distribution. • B) normal curve. • C) bell scatter. • D) normative spread. 447

  45. 18. Because the WAIS and WISC are standardized, 68% of the IQ scores achieved on them are between: • A) 95 to 105. • B) 90 to 110. • C) 85 to 115. • D) 80 to 120. 447

  46. 19. When a measurement yields the same results each time it is used, it has a high: • A) reliability. • B) validity. • C) correlation. • D) respectability. 448

  47. 20. Mental Retardation is defined by difficulty living independently, and an IQ of: • A) less than 100. • B) 70 or less. • C) 85 or less. • D) 60 or less. 452

  48. 21. As adopted children grow up, their intelligence: • A) varies considerably according to their environment. • B) is much more like their adoptive parents. • C) is much more like their biological parents. • D) is nothing like either their adoptive or biological parents. 456

  49. 22. Project Head Start’s effectiveness: • A) dissipates over time. • B) can help disadvantaged children prepare for school. • C) has long lasting benefit on emotional intelligence. • D) all of the above. 458

  50. 23. The finding that Asian students significantly outperform North American students in math achievement tests is because: • A) Asians are genetically superior in math. • B) Asian students spend much more time studying math. • C) American students watch too much TV. • D) American students have more important things to do. 460