CH 9 - Intelligence & Cognitive Function Testing

Question 1

First intelligence test was created by these two individuals…
(hint: BS)

Answer 1

Binet & Simon (revised by Terman)

Question 2

Intelligence testing assesses a _______ (broad/ narrow) range of _________(intellectual/ cognitive) abilities resulting in _______ (measure of intelligence)

Answer 2

broad-cognitive - IQ

Question 3

Models of Intelligence
______ (hint: Mount V) Hierarchical Model of Intelligence includes 4 levels of intelligence that accumulate to (g) factor.
The following can be said about each level except:
Vernon’s top level is not like Spearman’s (g)
* 2nd level has: “v:ed” for verbal and educational abilities, and “k:m” which represents mechanical-spatial-practical abilities.
* 3rd level is comprised of minor group factors.
* 4th level is made of specific factors

Answer 3

Vernon’s top level is like Spearman’s (g)
* Second level has: “v:ed” for verbal and educational abilities, and “k:m” which
represents mechanical-spatial-practical abilities.
* Third level is comprised of minor group factors.
* Fourth level is made of specific

Question 4

Models of Intelligence
True/ False - E. Spearman’s two-factor approach includes general factor (g) and specific factor (s)

Answer 4

TRUE
“Weight” of g varied as a function of what was being measured
ex: ratio of general intelligence (g) to specific talent for music (s) was a ratio of 1 to 4, meaning that having music ability was much more significant in having talent for music than was general intelligence

Question 5

Purposes of intelligence tests includes …. (6)

Answer 5

To assist in determining giftedness
To assess for intellectual disabilities
To identify certain types of learning disabilities
To assess intellectual ability following an accident, the onset of dementia, substance abuse, disease processes, and trauma to the brain
Part of admissions process to certain private schools
As part of a personality assessment battery to aid in understanding the whole

Question 6

Models of Intelligence
Guilford’s Multifactor/Multi-dimensional Model includes 180 factors (originally 120) divided into a 3-dimensional model including:

Answer 6

OPERATIONS -or the general intellectual processes we use in understanding,
CONTENTS - or what we use to perform our thinking process, and
PRODUCT - how we apply our operations to our content

Question 7

This 4 level model of intelligence includes 4 levels including (g) - 1; v:ed & k:m - 2; ability - 3; s - 4

Answer 7

Vernon
1- general; 2 - major group factors; 3 - minor group factors; specific factors

Question 8

Models of Intelligence
Catell’s Intelligence
____ intelligence - ability to think abstractly, reason quickly, and problem solve without previous knowledge
____ intelligence - recalling previously learned/ stored information that can be applied to new situations

Answer 8

Fluid Intelligence
Crystal Intelligence

Question 9

Fluid intelligence decreases with age (T/F)

Answer 9

True

Question 10

Models of Intelligence
Piaget’s Cognitive Development Theory contains 4 stages: sensorimotor; preoperational; concrete operational; ____ operational

Answer 10

Formal

Question 11

Piaget’s Cognitive Development Theory is grounded in which 2 major concepts:
Assimilation
Affirmation
Accommodation
Acknowledgement

Answer 11

ASSIMILATION: incorporating new stimuli or information into existing cognitive
structures. (conditioning)
ACCOMODATION: creating new cognitive structures and/or behaviors from new
stimuli.

Question 12

Models of Intelligence
Gardner’s Theory of Multiple Intelligence noted ___ (less than 10) intelligences

Answer 12

9

Question 13

Models of Intelligence
(T/F) Gardner’s Theory of Multiple Intelligence is based on research from brain-damaged individuals, literature on their brain, evolution, genetics, psychology, and anthropology

Answer 13

T

Question 14

Models of Intelligence
Name 4 of 9 identified intelligences of Gardner’s Theory of Intelligence

Answer 14

1. VERBAL- Linguistic Intelligence: well-developed verbal skills and sensitivity to the
   sounds, meanings, and rhythms of words
2. MATHEMATICAL - Logical Intelligence: ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
3. MUSICAL INTELLIGENCE - ability to produce and appreciate rhythm, pitch, and timbre
4. VISUAL-SPATIAL INTELLGIENCE- capacity to think in images and pictures, to visualize accurately and abstractly
   5.BODILY-KINESTHETIC INTELLIGENCE - ability to control one’s body movements and to handle objects skillfully
5. INTERPERSONAL INTELLIGENCE: capacity to detect and respond appropriately to the moods, motivations, and desires of others
6. INTRAPERSONAL INTELLIGENCE: capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes
   8.NATURALIST INTELLIGENCE - ability to recognize and categorize plants, animals, and other objects in nature
7. EXISTENTIAL INTELLIGENCE: sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. (Educational Broadcasting Corporation, 2004, section: “What is …”)

Question 15

All of the following are measures of intelligence except
Existential intelligence
Music Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
All are measures of intelligence

Answer 15

All

Question 16

This revolutionary researcher in intelligence believed the following tenants:
1. All human beings possess a certain amount of all of the intelligences.
2. All humans have different profiles or amounts of the multiple intelligences (even identical twins!).
3. Intelligences are manifested by the way a person carries out a task in relationship to his or her goals.
4. Intelligences can work independently or together, and each is located in a distinct
part of the brain

Answer 16

Gardner Theory of Multiple Intelligences

Question 17

Models of Intelligence
Sternberg’s 3 sub-theories includes
____ analytical/ meta components
_____creative/ performance
_____ practical/ knowledge

Answer 17

COMPONENTIAL - higher-order thinking and how that gets processed
EXPERIENTIAL - how one deals with novel situations as well as with the ability to do automated tasks
CONTEXTUAL - the ability to adapt to, shape, or select new environments to successfully meet one’s goals.

Question 18

Models of Intelligence

________Multifactor Approach includes 7 primary abilities.
All of the following except: verbal meaning, number meaning, word fluency, perception speed, emotional intelligence, spatial ability, reasoning, memory.
These do NOT add up to (g) factor

These do not add up to (g) factor

Answer 18

Thurstone
emotional intelligence

Question 19

First intelligence tests were created by these 2 individuals ____ & ______ (BS)

Answer 19

Binet & Simon

Question 20

Intelligence testing assesses a _______ (broad/ narrow) range of _________(intellectual/ cognitive) abilities resulting in _______ (measure of intelligence)

Answer 20

broad - cognitive - IQ

Question 21

Vernon’s Hierarchal Model of Intelligence is made up of 4 levels made up of the following
1st level - (hint: Spearman)
2nd level - (hint: v:ed and k:m)
3rd level - (hint: largest group of factors, small word)
4th level - (hint: opposite of 1)

Answer 21

• Vernon’s top level is like Spearman’s (g)
• 2nd level has: MAJOR GROUP FACTORS: “v:ed” for verbal and educational abilities, and “k:m” for mechanical-spatial-practical abilities.
• 3rd level - MINOR GROUP FACTORS
• 4th level - SPECIFIC FACTORS

Question 22

(T/F) Spearman’s two-factor approach includes general factor (g) and specific factor (s)

Answer 22

TRUE
“Weight” of g varied as a function of what was being measured
ex: ratio of general intelligence (g) to specific talent for music (s) was a ratio of 1 to 4, meaning that having music ability was much more significant in having talent for music than was general intelligence

Question 23

6 purposes of Intelligence tests

Answer 23

Determining giftedness
Assess for intellectual disabilities
Identify certain types of learning disabilities
Assess intellectual ability following an accident, the onset of dementia, substance abuse, disease processes, and trauma to the brain
Part of admissions process to certain private schools
As part of a personality assessment battery to aid in understanding the whole

Question 24

Guilford’s Multifactor/ Multi-dimensional Model contains 180 factors and a 3-dimensional model of cognitive ability comprised of…

Answer 24

OPERATIONS - the general intellectual processes we use in understanding,
CONTENTS - what we use to perform our thinking process
PRODUCT - how we apply our operations to our content

Question 25

____ intelligence decreases with age
____ increases with age

Answer 25

FLUID
CRYSTALIZED

Question 26

____ Intelligence - Ability to solve problems with n previous knowledge of how to do so; based on logic and reasoning
____Intelligence - recalling learned/ stored information to apply to a new situation

Answer 26

FLUID
CRYSTALIZED

Question 27

Piaget’s Cognitive Development Theory contains 4 stages:
sensorimotor, preoperational, _____ operational, formal operational

Answer 27

Concrete

Question 28

Two major concepts of Piaget’s Cognitive Development Theory are:

Answer 28

ASSIMILATION- incorporating new stimuli or information into existing cognitive
structures. (conditioning)
ACCOMODATION -creating new cognitive structures and/or behaviors from new
stimuli.

Question 29

This theorist behind Cognitive Development Theory believed that cognitive development is adaptive in order to maintain equilibrium

Answer 29

Piaget

Question 30

(T/F) Gardner’s Theory of Multiple Intelligence is revolutionary for the belief that there is a specific amount of intelligence in the brain.

Answer 30

F

Question 31

Gardner’s research consisted of all but which of the following: brain-damaged individuals, literature in areas of the brain, IQ , genetics, psychology, and anthropology

Answer 31

IQ - correct answer is evolution

Question 32

In Gardner’s Theory of Multiple Intelligences, there are __ (number) categories of intelligences.

Answer 32

NINE
1. VERBAL-LINGUISTIC: well-developed verbal skills and sensitivity to the
sounds, meanings, and rhythms of words
2. MATHEMATICAL-LOGICAL: ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
3. MUSIC: ability to produce and appreciate rhythm, pitch, and timbre
4. VISIUAL SPACIAL: capacity to think in images and pictures, to visualize accurately and abstractly
5. BODILY-KINESTHETIC: ability to control one’s body movements and to handle objects skillfully
6. Interpersonal Intelligence: capacity to detect and respond appropriately to the moods, motivations, and desires of others
7. INTRAPERSONAL: capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes
8. NATURALIST: ability to recognize and categorize plants, animals, and other objects in nature
9. EXISTENTIAL: sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. (Educational Broadcasting Corporation, 2004, section: “What is …”)

Question 33

Which of the following is not a category of intelligence
Naturalist
Music
Reading
Existential
Bodily-Kinesthetic

Answer 33

Reading

Question 34

According to Gardner’s Theory of Multiple Intelligence: (correct the following statements)
1. All human beings possess a certain amount of all/ only some of the intelligences.
2. All humans have different profiles or amounts of the multiple intelligences (except identical twins!).
3. Intelligences are manifested by the way a person carries out a task in relationship
to his or her goals.
4. Intelligences only work independently of each other

Answer 34

1. all
2. F- it includes identical twins
   3 - correct
   4 - Intelligences can work independently or together, and each is located in a distinct
   part of the brain (Gardner, 2003, 2011).

Question 35

Sternberg’s model of intelligence based on one’s abilities and talents, navigate one’s environment, and adapt to new situations to create which type of intelligence?
Crystalized
Successful
Mathematical
Reasoning

Answer 35

Successful

Question 36

Sternberg’s Triarchic Model of Successful Intelligence is based in these 3 subtheories
___ (analytical / meta components)
___ (creative/ performance)
___ (contextual/ knowledge)

Answer 36

1. COMPONENTIAL - higher-order thinking and how that gets processed.
2. EXPERIENTIAL - how one deals with novel situations as well as with the ability to do automated tasks
3. CONTEXTUAL - the ability to adapt to, shape, or select new environments to successfully meet one’s goals

Question 37

Cattell-Horn-Carroll Integrated Model of Intelligence is based in 16 (6 tentative) broad factors and 60/70 narrow abilities. The 6 broad factors include:

Answer 37

DOMAIN FREE (fluid reasoning)
MEMORY (short-term memory + Long-term memory)
GENERAL SPEED (psychomotor speed + processing speed + reaction and decision speed)
MOTOR (kinesthetic abilities + psychomotor abilities)
SENSORY (olfactory abilities + tactile abilities + visual abilities + auditory ability)
ACQUIRED KNOWLEDGE (reading & writing + quantitative knowledge + comprehension-knowledge + domain-specific knowledge)

Question 38

INTELLIGENCE TESTING
(T/F) Intelligence tests only measure a portion of the competencies involved with human intelligence

Answer 38

T

Question 39

INTELLIGENCE TESTING
(T/F) Intelligence test scores may be impacted by family, cultural , and societal factors, and IQ

Answer 39

T

Question 40

This measure of intelligence is a reflection of how well individuals have mastered middle-class facts, concepts, and problem-solving strategies and are NOT fixed

Answer 40

IQ

Question 41

Traditional intelligence tests measure based on traditional models (ex: “g” & “s”) instead of Gardner’s model. Two examples of prominent intelligence tests include:

Answer 41

Stanford-Binet *most well-known
3 Weschler Scales of Intelligence

Question 42

INTELLIGENCE TESTS
Measures verbal and nonverbal intelligence across five factors: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory.

Answer 42

Stanford-Binet Intelligence Test (SB-5)
*most common
strong reliability and correlates well with other I tests

Question 43

INTELLIGENCE TESTS
Widely used group of 3 different scales for different age groups to assess general cognitive functioning, assessment of intellectual disabilities, giftedness, and learning problems

Answer 43

WECHSLER SCALES
WAIS-IV (Wechsler Adult Intelligence Scale) 16–90.
WISC-IV (Wechsler Intelligence Scale for Children) 6–16.
WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence), 2.6–7 yrs. and 3 months.

Question 44

INTELLIGENCE TESTS
Individually administered test of cognitive ability for ages 3 to 18.
Scoring is based on choosing between two theoretical models of intelligence, one of which is the CHC (Catell-Horn-Carroll).
Examines visual processing, fluid reasoning, and short-term and long-term memory.

Answer 44

Kaufman Assessment Battery for Children II

Question 45

NONVERBAL INTELLIGENCE TESTS
For age 6.0 through 89 and 11 months
6 subtests: pictorial analogies, geometric analogies, pictorial categories, geometric categories, pictorial sequences, geometric sequences
High reliability + convergent validity with popular intelligence tests is in high .70s (fairly good)

Answer 45

Comprehensive Test of Nonverbal Intelligence (CTONI-2)

Question 46

NONVERBAL INTELLIGENCE TESTS
Ages 5-17; 45 minutes
6 subtests: symbolic memory, cube design, spatial memory, analogic reasoning, object memory, and reasoning
Scored with mean of 10 and SD of 3 for each subset
Correlates fairly well with WISC-III
Predicts moderately with Woodcock Johnson-Revised broad knowledge scale

Answer 46

Universal Intelligence Test (UNIT)

Question 47

NONVERBAL INTELLIGENCE TESTS
Particularly good for culturally diverse, non-English speaking, hard of hearing, special education individuals, and gifted individuals from linguistically diverse populations
4-7 year old subscales: matrices, coding, object assembly, and recognitions
8-22 year old subscales: matrices, coding, spatial span, and picture arrangement

Answer 47

Wechsler Nonverbal Scale of Ability (WNV)

Question 48

NEUROPSYCHOLOGICAL ASSESSMENT
Which of the following are true:
Observations of behavioral changes following head injuries found in 5,000 year-old Egyptian medical documents
WWI: Interest in brain trauma
Since 1950s: Saw that same type of brain injury could affect people differently
More recently: imaging devices add to our knowledge base (x-rays, CATscans, MRI’s)
Assessment still is important, though: helps us understand “brain-behavior” relationships

Answer 48

All

Question 49

DEFINING NEUROPSYCHOLOGICAL
Which is NOT true about the use of neuropsychological assessments
A. As a screening tool used to identify the root of a condition and the extent of the brain damage
B. To measure change in an individual’s functioning (e.g., cognitive ability movement, reaction time)
C. To compare changes in cognitive or functional status to others within the normative sample
D. To provide specific rehabilitation treatment and planning guidelines for individuals and families
E. To provide specific guidelines for educational planning in the schools

Answer 49

• As a DIAGNOSTIC tool used to identify the root of a condition and the extent of the brain damage

Question 50

METHODS of NEUROPHSYCHOLOGICAL ASSESSMENT
2 types of approaches to battery (2 Fs)

Answer 50

FIXED battery approach
FLEXIBLE battery approach

Question 51

NEUROPSYCHOLOGICAL ASSESSMENT
This test (2 names) developed in the 1950s- provides individuals with a cut-off score or index of impairment. (compare against “normals”) Can also gather damage to specific areas of the brain/ severity of damage.

Answer 51

Halsteid-Reiten Battery

Question 52

(T/F) Halsteid-Reiten Battery is a 5-6 hr test that consists of 8 core tests and is considered the most widely used, rigorous and most researched neuropsychological fixed battery.

Answer 52

TRUE
1. Category Test
2. Tactual Performance
3. Trail Making Test
4. Finger Tapping Test
5. Rhythm Test
6. Speech Sounds Perception Test
7. Reiten-Indiana Aphasia Screening Test
8. Reiten-Klove Sensory-Perceptual Examination

Question 53

The Boston Process Approach is an example of which type of neuropsychological battery
fluid
flexible

Answer 53

flexible - strong emphasis on qualitative data;

Question 54

Which is an example of a strength of a flexible neuropsychological battery?
A. the administer can provide a wide variety of tests
B. It does not require a lot of training
C. Provide limited psychometric data
D. Not scientific in the eyes of court
E. None of these

Answer 54

E- many of its strengths are also seen as weaknesses (it takes a lot of training, it can skip pertinent information, and he evidence is not strong, court systems do not see them as scientific enough)

Question 55

ROLE OF HELPERS
Which is a key role of helpers in assessment of intelligence and cognitive functioning
A. The assessment of intelligence and neurological impairment often given in School psychology programs and Doctoral programs in counseling, clinical, and clinical neuropsychology
B. Others can obtain training, usually through workshops or courses on their own
C. With such training, individuals can provide a large array of services
D. Those who do not have such training, should know some basis so they know when to refer

Answer 55

all

Question 56

1. Which of the following is NOT a use of intelligence testing?
   a. To assist in determining giftedness
   b. To assist in determining mental retardation
   c. To assist in determining certain types of learning disabilities
   d. To help understand changes in brain function as a result of accidents, dementia, the aging process, abuse, and
   disease processes
   e. Intelligence testing is used for all of these.

Answer 56

E

Question 57

In criticizing the Binet Scales created by Alfred Binet, this individual stated that the intelligence test was “a
hodgepodge or promiscuous pooling of factors.”
a. Spearman
b. Thurstone
c. Vernon
d. Cattell
e. Gardner

Answer 57

A

Question 58

Spearman’s two factor approach included:
a. a general factor (g) and a specific factor (s).
b. fluid, culturally free intelligence and crystallized, learned intelligence.
c. the process factors of assimilation and accommodation.
d. higher order and lower order intelligence.

Answer 58

A

Question 59

Thurstone’s model of intelligence is best known for which of the following?
a. Differentiating between fluid and crystallized intelligence
b. Seven primary abilities that do not combine to make a “g” factor
c. A hierarchical model consisting of four levels of factors
d. The concepts of accommodation and assimilation
e. None of these

Answer 59

B

Question 60

Which statement is NOT true about Vernon’s Hierarchical Model of Intelligence?
a. There were four levels and factors from each lower level contributed to the next level.
b. Vernon’s top level was comprised of a number of independent factors that mediated all intelligence.
c. Level 2 had two major factors: verbal and educational abilities and mechanical-spatial-practical abilities.
d. Level 3 is comprised of minor group factors.
e. Level 4 is made of specific factors.

Answer 60

B

Question 61

Guilford’s model of intelligence can best be described by which of the following?
a. A circle in which cognitive operations are recycled.
b. A parallelogram in which opposing cognitive functions complement understanding and occur simultaneously.
c. A cube with three kinds of cognitive ability and different mental abilities will require different combinations of
these abilities.
d. An abyss in which cognitive functions are embedded in unconscious cognitive structures.

Answer 61

C

Question 62

Which of the following is NOT one of Guilford’s cognitive abilities?
a. Functions or the way that cognitive structures work
b. Operations or the processes we use in understanding
c. Contents or what we use to perform our thinking process
d. Product or the end result of our thinking processes

Answer 62

A

Question 63

Cattell’s idea that there are two types of main intelligences, crystallized (acquired) and fluid (innate), came from:
a. his animosity toward the Eugenics movement and his personal belief that cultural factors and learned
behaviors must play a part in intelligence.
b. his research on brain activity.
c. his research on child development, especially twin studies.
d. his observations that as cultural factors were removed from intelligence tests, marked changes were seen in
test scores.

Answer 63

D

Question 64

Based on Piaget’s understanding of cognitive development, he came up with the term assimilation, which is:
a. how information is incorporated into existing cognitive structures.
b. how we create new cognitive structures and/or behaviors to incorporate new information.
c. how the brain creates neuropathways in order to adapt.
d. the bio-medical mechanism for understanding learning.
e. none of these.

Answer 64

A

Question 65

Based on Piaget’s understanding of cognitive development, he came up with the term accommodation, which is:
a. how information is incorporated into existing cognitive structures.
b. how we create new cognitive structures and/or behaviors to incorporate new information.
c. how the brain creates neuropathways in order to adapt.
d. the bio-medical mechanism for understanding learning.
e. none of these.

Answer 65

B

Question 66

Which is true about Piaget’s understanding of cognitive development?
a. His approach was often given the name “gain model” because he examined how intelligence grew as
individuals aged.
b. He viewed cognitive changes in a process framework.
c. He believed that complex cognitive structures had little impact on our understanding of the world. What
mattered was our genetics.
d. All of these are true.
e. None of these are true.

Answer 66

B

Question 67

Which of the following is true about Gardner’s Theory of Multiple Intelligence?
a. It is considered a “dipstick” theory of intelligence — either you have certain intelligences or you don’t.
b. There is little research to back his statements.
c. He relies heavily on the belief that “g” mediates all intelligence.
d. Some have criticized his model as being another traditional model that probably adds little.
e. He believes that intelligence is vaster and more complex than how we currently measure it.

Answer 67

E