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PSY4310 - FINALS > Intelligence > Flashcards

Intelligence Flashcards

1
Q

True or False: Intelligence consists of the ability to understand simple ideas

A

False; complex

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2
Q

Believed that the most intelligent persons were equipped with the best sensory abilities

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

A. Francis Galton

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3
Q

Subsequent research has shown that there is indeed a ____ correlation between sensory acuity and intelligence test scores

A. Positive
B. Negative
C. Small but positive
D. Small but negative

A

C. Small but positive

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4
Q

The more information enters the senses, the more intelligent a person becomes

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

A. Francis Galton

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5
Q

According to Galton, best way of reviewing is ____

A. Complaining
B. Cramming
C. Note taking
D. Dissecting

A

C. Note taking

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6
Q

Criticized Galton

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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7
Q

Called for more complex measurements of intellectual ability

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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8
Q

Galton wants ____ while Binet wants ____

A. Rest; to study
B. Intellectual assessment; intellectual measurement
C. Intellectual ability, intellectual probability
D. Intellectual aptitude, intellectual overview

A

B. Intellectual assessment; intellectual measurement

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9
Q

You must be able to qualitatively differentiate a person’s skills in the cognitive level

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

B. Alfred Binet

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10
Q

When we evaluate intelligence, we should

A. Judge the person and their score
B. Cry while interpreting the test
C. Do it in a language the test taker understands
D. Cram and cry and complain (same)

A

C. Do it in a language the test taker understands

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11
Q

Best way to measure intelligence was by measuring aspects of several “qualitatively differentiable” abilities

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

C. David Wechsler

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12
Q

It is not only in academics, but adaptability to the environment is counted as well

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

C. David Wechsler

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13
Q

Triarchic Theory of intelligence

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

D. Robert Sternberg

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14
Q

Intelligence as an evolving biological adaptation to the outside world; as a consequence of interaction with the environment, psychological structures become reorganized.

A. Francis Galton
B. Alfred Binet
C. David Wechsler
D. Robert Sternberg
E. Jean Piaget

A

E. Jean Piaget

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15
Q

Problem-solving intelligence

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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16
Q

Analytical giftedness

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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17
Q

Takes apart problems and sees solution not often seen

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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18
Q

Board exams

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

A. Analytical or academic intelligence (Componential)

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19
Q

Aspect of intelligence that involves the ability to deal with new situations using past experiences and current skills

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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20
Q

Automation

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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21
Q

Applying academic learning

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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22
Q

Application in therapy

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

B. Creative or General intelligence (Experiential)

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23
Q

Deals with mental activity involved in attaining fir to context

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

C. Practical or everyday intelligence (Contextual)

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24
Q

Street smart

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

C. Practical or everyday intelligence (Contextual)

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25
Q

Daily life problems

A. Analytical or academic intelligence (Componential)
B. Creative or General intelligence (Experiential)
C. Practical or everyday intelligence (Contextual)

A

C. Practical or everyday intelligence (Contextual)

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26
Q

Learns through instinct and environment

A. Sensorimotor
B. Preoperational

A

A. Sensorimotor

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27
Q

Reinforcement and punishment

A. Sensorimotor
B. Preoperational

A

B. Preoperational

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28
Q

True or False: The environment contributes to genetics

A

True

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29
Q

Genetics

A. Predisposing factors
B. Precipitating factors

A

A. Predisposing factors

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30
Q

Specific trigger

A. Predisposing factors
B. Precipitating factors

A

B. Precipitating factors

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31
Q

Two Factor Theory of Intelligence

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

A. Charles Spearman

32
Q

Multifactor theory

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

B. Edward Lee Thorndike

33
Q

Theory of Structured Intelligence

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

C. Joy Paul Guildford

34
Q

Multiple Factor Theory of Intelligence/Multidimensional Theory

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

D. Louis Leon Thurnstone

35
Q

Multiple Intelligence Theory

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

E. Howard Gardner

36
Q

GC and GF intelligence

A. Raymond Cattell
B. John L. Horn
C. John Carroll
D. McGrew-Fanagan

A

A. Raymond Cattell

37
Q

GV AND GQ MODEL

A. Raymond Cattell
B. John L. Horn
C. John Carroll
D. McGrew-Fanagan

A

B. John L. Horn

38
Q

Three Stratum Theory of Cognitive Abilities

A. Raymond Cattell
B. John L. Horn
C. John Carroll
D. McGrew-Fanagan

A

C. John Carroll

39
Q

CHC Model (Cattell-Horn- Carroll Model or Broad Stratum)

A. Raymond Cattell
B. John L. Horn
C. John Carroll
D. McGrew-Fanagan

A

D. McGrew-Fanagan

40
Q

Focused on identifying the ability or groups of abilities deemed to constitute intelligence

A. Factor Analytic Theories
B. Factor Analysis
C. Spearman
D. Group Factors

A

A. Factor Analytic Theories

41
Q

A group of statistical techniques designed to determine the existence of underlying relationships between sets of variables.

A. Factor Analytic Theories
B. Factor Analysis
C. Spearman
D. Group Factors

A

B. Factor Analysis

42
Q

Postulated the existence of a general intellectual ability factor (g) and specific factors of intelligence (s)

A. Factor Analytic Theories
B. Factor Analysis
C. Spearman
D. Group Factors

A

C. Spearman

43
Q

An intermediate class of factors common to a group of activities but not all; it is neither as general as g nor as specific as s.

A. Factor Analytic Theories
B. Factor Analysis
C. Spearman
D. Group Factors

A

D. Group Factors

44
Q

one’s ability to learn is determined by the number and speed of the bonds that can be marshalled

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

B. Edward Lee Thorndike

45
Q

intelligence can be conceived in terms of 3 clusters ofability except:

A. Social intelligence
B. Conceptual intelligence
C. Concrete intelligence
D. Abstract intelligence

A

B. Conceptual intelligence

46
Q

Sought to explain mental activities by deemphasizing or eliminating any reference to g.

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

C. Joy Paul Guildford

47
Q

Believed that there’s no single factor to point out intelligence

A. Charles Spearman
B. Edward Lee Thorndike
C. Joy Paul Guildford
D. Louis Leon Thurnstone
E. Howard Gardner

A

C. Joy Paul Guildford

48
Q

Primary Reasoning Ability

A. Fluid intelligence
B. Crystalized intelligence

A

A. Fluid intelligence

49
Q

Factual intelligence

A. Fluid intelligence
B. Crystalized intelligence

A

B. Crystalized intelligence

50
Q

Ability to solve new problems, to see relationships (analogies), and letter series, use logic in new situations, and identify patterns

A. Fluid intelligence
B. Crystalized intelligence

A

A. Fluid intelligence

51
Q

Decreases with age.

A. Fluid intelligence
B. Crystalized intelligence

A

A. Fluid intelligence

52
Q

Culture free and nonverbal

A. Fluid intelligence
B. Crystalized intelligence

A

A. Fluid intelligence

53
Q

Ability to use learned knowledge and experience

A. Fluid intelligence
B. Crystalized intelligence

A

B. Crystalized intelligence

54
Q

Increased with age

A. Fluid intelligence
B. Crystalized intelligence

A

B. Crystalized intelligence

55
Q

Intelligence that decline with age; Tend not to return to pre-injury levels following brain damage

A. Vulnerable Abilities
B. Maintained Abilities

A

A. Vulnerable Abilities

56
Q

Intelligence that tend not to decline with age; May return to preinjury level following brain damage

A. Vulnerable Abilities
B. Maintained Abilities

A

B. Maintained Abilities

57
Q

Approach to studying cognitive in a computer-like fashion or encoding, retention, and retrieval

A. Interactionism
B. Factor analytic theory
C. Information processing view

A

C. Information processing view

58
Q

Applied in Behaviorism Perspective

A. Interactionism
B. Factor analytic theory
C. Information processing view

A

C. Information processing view

59
Q

Heredity and environment are presumed to interact and influence the development of one’s intelligence

A. Interactionism
B. Factor analytic theory
C. Information processing view

A

A. Interactionism

60
Q

Studies the mechanism by which information is processed –how information is processed rather than what is processed.

A. Interactionism
B. Factor analytic theory
C. Information processing view

A

C. Information processing view

61
Q

An extension of simultaneous and successive processing approach

A

PASS Model

62
Q

PASS stands for what

A. Pasado at Aangat Sa Stats
B. Planning Attention Simultaneous Successive
C. Pasado
D. Polyp Agar Schizophrenia Simulation

A

B. Planning Attention Simultaneous Successive

63
Q

In infancy, intellectual assessment consists of measuring ____ development

A. Sensorimotor
B. Preoperational

A

A. Sensorimotor

64
Q

True or False: In older children, intellectual assessment focuses on verbal and performance abilities (e.g., vocabulary or social judgment).

A

True

65
Q

The first published intelligence test to provide clear administration and scoring instructions.

A

Stanford-Binet Intelligence Scales

66
Q

The first test to introduce the concept of an alternate item.

A

Stanford-Binet Intelligence Scales

67
Q

The ratio of the test taker’s mental age divided by his or her chronological age multiplied by 100 to eliminate decimals

A

Ratio IQ

68
Q

With the ____ edition of the Stanford-Binet, the deviation IQ replaced the ratio IQ.

A. Second
B. Fourth
C. Fifth

A

A. Second

69
Q

With the ___ edition, a point scale that organized subtests by category of item rather than the age at which most test takers should be able to respond correctly was implemented.

A. Second
B. Fourth
C. Fifth

A

B. Fourth

70
Q

The ___ edition was designed for administration from ages 2 to 85.

A. Second
B. Fourth
C. Fifth

A

C. Fifth

71
Q

A comparison of the performance of the individual with the performance of others in the same age in the standardization sample

A

Deviation IQ

72
Q

Items were grouped by age

A. Age scale
B. Point scale

A

A. Age scale

73
Q

Items are organized into subtests by category not by age at which most test takers are presumed capable of responding in the way that is keyed as correct.

A. Age scale
B. Point scale

A

B. Point scale

74
Q

Beginning a subtest with a question in the middle range of difficulty

A

Adaptive testing

75
Q

Wala na me maisip na tanong pero gusto ko over 75 flashcards so sinong pangatlong Robin ni Batman?

A. Jason Todd
B. Carrie Kelly
C. Stephanie Brown
D. Tim Drake

A

D. Tim Drake

PSY4310 - FINALS (7 decks)

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