chap 10 intelligence Flashcards

Question

Which of Sternberg’s components correlates most strongly with traditional IQ test performance? A) Analytical (internal) B) Creative (external) C) Practical (experiential) D) Emotional

Answer 1

A) Analytical (internal) The analytical component focuses on reasoning, comparing, and evaluating—skills most similar to those tested in standard IQ assessments.

Answer 2

B) Creative (external) Creative intelligence reflects one’s ability to innovate and transfer learned skills to new situations.

Answer 3

C) Practical intelligence (experiential) Practical intelligence emphasizes “street smarts” — applying what you know to real-world tasks like managing time, solving interpersonal problems, or adapting to your environment.

Answer 4

B) There are several distinct kinds of intelligence Howard Gardner proposed several independent intelligences (e.g., verbal, bodily, musical, interpersonal), arguing that human potential is broader than IQ.

Answer 5

C) Dream smart (fantasy) “Dream smart” is not one of Gardner’s categories. His list includes linguistic, logical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences.

Answer 6

A) Each intelligence operates independently like a separate brain module Gardner proposed that different brain systems (“modules”) handle different types of intelligence, though they can influence each other.

Answer 7

B) There is limited empirical evidence for truly distinct intelligences Research shows that most of Gardner’s “intelligences” still correlate with general intelligence (g), suggesting they may not be fully independent. What is “general intelligence (g)” 🔹 Origin Proposed by Charles Spearman (early 1900s). He noticed that people who do well in one area (like math) usually do well in others (like reading or reasoning). Using factor analysis, he found that all cognitive abilities tend to correlate — meaning, they share something in common. That shared “mental energy” or overall thinking ability is what he called “g” (general intelligence). 🔹 What “g” represents g = your overall mental capacity — how efficiently you can reason, learn, and solve problems in general. It affects everything from remembering facts to solving puzzles to learning new skills. So, “g” isn’t about one subject — it’s the underlying ability that supports all kinds of learning and thinking. 💡 Example: If someone is strong in: Math reasoning 🧮 Reading comprehension 📚 Logic puzzles 🧩 Memory recall 🧠 → those abilities usually rise and fall together. That’s because all of them depend on general intelligence (g) — your overall brain power. Modern research supports some overlap — meaning: Gardner was right that people have different strengths (music, people skills, etc.), but data show those abilities still correlate with g — they’re not completely separate. So scientists say there’s limited evidence for truly independent intelligences.

Answer 8

C) Depends on how researchers operationalize intelligence The number depends on how scientists define and measure (“operationalize”) intelligence — a key ongoing debate in psychology.

Answer 9

B) Intelligence includes more than IQ, but psychology lacks rigorous measures for these other forms Psychologists agree that intelligence is multifaceted, but current tools only measure some aspects (mainly analytical). Reliable tests for creativity, practical ability, etc., are still being developed.

Answer 10

B) To measure intelligence using carefully designed psychological tests The psychometric approach seeks to define and measure intelligence by developing standardized psychological tests that can quantify mental abilities.

Answer 11

C) It has reliability and validity A good test must be reliable (consistent over time) and valid (measuring what it claims to measure).

Answer 12

B) Consistency of measurement across time and situations Reliability measures the stability or consistency of results—if you take the same test multiple times, your score should be similar each time.

Answer 13

C) Reliability A reliable test gives consistent results; inconsistent results suggest measurement error or instability.

Answer 14

B) Random errors or inconsistencies in administration Measurement error, such as unclear instructions or inconsistent scoring, causes unreliability by introducing fluctuations in test results.

Answer 15

C) Correlation coefficient A correlation coefficient (r) quantifies reliability. It shows how strongly two sets of scores (e.g., two test attempts) are related.

Answer 16

B) A perfect positive relationship Correlation coefficients range from –1.0 to +1.0. The closer to +1.0, the more consistent (reliable) the test results are.

Answer 17

B) The ability to measure what the test is supposed to measure Validity is about accuracy—whether a test truly measures the concept (construct) it claims to assess (e.g., IQ tests measuring intelligence).

Answer 18

A) Measure its intended construct accurately For example, an intelligence test must measure intellectual ability, not memory or reading comprehension alone.

Answer 19

C) A test can be reliable but not valid A test must first be reliable to even be potentially valid, but a consistent test can still be consistently wrong—so reliability is necessary but not sufficient for validity.

Answer 20

B) No, reliability is a prerequisite for validity Without reliability (consistency), there’s no stable measurement to validate; reliability is the foundation of validity.

Answer 21

B) Yes, they show both high reliability and some validity IQ tests are among the most reliable of all psychological measures (reliability ≈ 0.90) and show moderate validity in predicting academic and life outcomes.

Answer 22

B) The test results are almost perfectly consistent A reliability of .90 means the test yields nearly identical scores across administrations, indicating excellent consistency.

Answer 23

C) .40 – .50 IQ has moderate validity in predicting academic success—stronger than many other psychological measures but not perfect.

Answer 24

B) Years of schooling Correlations between IQ and years of education are high (.60 – .80), reflecting that higher IQs often coincide with longer schooling.

Answer 25

C) Moderate correlation IQ scores are moderately related to real-world achievements and health behaviors — but correlation ≠ causation, meaning other factors (e.g., environment, opportunity) also matter.

Answer 26

C) Because a relationship between two variables doesn’t prove one causes the other Even though IQ correlates with success or health, this doesn’t mean IQ causes these outcomes; they might both depend on other factors (like environment or education access).

Answer 27

C) Intelligence results from an interaction between genetic and environmental factors Both heredity (nature) and environment (nurture) shape intelligence. Genes set potential limits, but environment determines how that potential is realized.

Answer 28

B) The proportion of variation in a trait explained by genetics Heritability estimates how much differences among people in a given trait (e.g., IQ) are due to genetic variation, not individual inheritance.

Answer 29

C) Hair color Traits like hair color are strongly genetic (high heritability), while learned or cultural traits like religion are shaped mostly by environment.

Answer 30

B) To indicate the contribution of heredity to variation in a characteristic The heritability coefficient (h²) is a correlation that reflects how strongly genes explain population differences in a trait.

Answer 31

B) The variation is entirely due to genetics 1.0 = 100% genetic influence on population differences. In contrast, 0.0 = no genetic contribution, meaning all variation is environmental.

Answer 32

B) It applies to populations, not individuals Heritability applies to groups, not single people. It tells us about population variation, not individual causes. Heritability means how much of the differences between people come from genes — not how much of one person’s IQ is from genes. It talks about the group, not each person. If you look at a group of people, you’ll see differences: Some are taller Some have higher IQs Some learn faster or slower Those differences can come from two main sources: Genes (what you inherit from your parents) Environment (your experiences — school, nutrition, home life, etc.) 🔹 Step 2: Heritability asks why people differ Heritability tries to answer this question: “Of all the ways people in this group differ in a trait, what percentage of those differences is related to genes — not environment?” So if we say: “IQ has a heritability of 0.50 (or 50%)” That means: 👉 About half of the differences in IQ between people in that group can be linked to genetic variation, and 👉 the other half of the differences are related to environmental factors (like schooling, nutrition, etc.).

Answer 33

C) It depends on the environment and context Environmental conditions (e.g., poverty, education, nutrition) can raise or lower heritability estimates. Genes and environment interact continuously.

Answer 34

B) Because environment can still shape outcomes and change the expression of genetic potential Even if intelligence is partly inherited, environmental enrichment (like education or nutrition) can significantly alter how much that potential develops.

Answer 35

B) Family and home environment In early years, family and home experiences dominate cognitive development and can either enhance or restrict intellectual growth.

Answer 36

B) It defines what counts as “intelligent” behavior and expression Different cultures value different cognitive skills depending on survival and social needs, so intelligence definitions and expressions vary cross-culturally. Western cultures (e.g., U.S., Canada, Europe) Value individual achievement, logic, and problem-solving. “Intelligence” often means: Doing well on IQ or standardized tests Thinking independently Solving abstract problems quickly 💡 Example: A Western student who can reason through math puzzles or perform well on the WAIS might be seen as “very intelligent.” 2️⃣ Eastern or collectivist cultures (e.g., China, Japan, Korea) Value social harmony, respect, and practical intelligence that benefits the group. “Intelligence” includes: Knowing how to behave in social contexts Showing empathy and cooperation Using wisdom for community well-being 💡 Example: A student who helps others succeed and maintains group harmony may be viewed as “intelligent,” even if their test scores aren’t the highest What counts as “smart” depends on the culture. In one place, it might mean getting good grades; in another, it might mean helping your community or knowing nature well.

Answer 37

C) The relationship is bi-directional: schooling enhances intelligence, and intelligence promotes school success Education both improves mental abilities and reflects them—smarter students tend to stay in school longer, and schooling itself raises IQ.

Answer 38

B) They are most effective when started early and delivered intensively Enrichment programs yield the best results when they begin early in life and are consistent and intensive, supporting brain and social development.

Answer 39

B) A lack of stimulation and resources that hinder cognitive development Deprivation—poverty, neglect, or poor nutrition—limits the brain’s development and can suppress intellectual growth.

Answer 40

C) The steady increase in average IQ scores across generations he Flynn Effect refers to the observed rise in IQ scores over decades, likely due to environmental improvements such as education, nutrition, and problem-solving exposure.

Answer 41

B) Environmental improvements such as education, nutrition, and access to information IQ gains occur too rapidly to be genetic; they’re attributed to environmental factors like enriched learning, health, and modern problem-solving demands.

Answer 42

C) Both heredity and environment contribute interactively to intelligence Genes provide potential, but environmental influences (schooling, nutrition, family) determine how much of that potential is realized.

Answer 43

A) Intelligence predicts success, but education can also raise intelligence The relationship between intelligence and education is bi-directional—IQ helps in learning, while learning enhances IQ performance.

Answer 44

B) Working hard and believing improvement is possible A growth mindset—believing effort can increase ability—boosts persistence, learning, and even IQ over time.

Answer 45

B) Differences in environmental conditions, cultural exposure, and stereotype threat Group differences arise mainly from environmental inequality, cultural exposure, and social stereotypes, not innate intellectual differences. When people are aware of a negative stereotype about their group, they may feel extra pressure or anxiety that causes them to perform worse on a test — even if they are just as capable.

Answer 46

C) Metacognition—the ability to understand and control one’s mental activities

Answer 47

C) Factor analysis Charles Spearman (early 1900s) Gave people different types of mental tasks: Math problems Reading passages Vocabulary questions Memory puzzles Mechanical reasoning tasks He found that people who did well on one task (like math) usually did well on others too (like reading or reasoning). So, using factor analysis, he discovered a common link across all of them → which he called “g” (general intelligence). 💡 He also noticed smaller clusters (like “s” — specific abilities), unique to each task.

Answer 48

B) Whether test items correlate strongly, forming clusters of related abilities Factor analysis finds correlations among test items that measure the same underlying skill or mental process (e.g., verbal, spatial, or logical reasoning).

Answer 49

A) People who score high on vocabulary tend to score high on reading comprehension Vocabulary and reading comprehension are both verbal skills; their strong correlation indicates they share a common factor in verbal reasoning.

Answer 50

C) They tended to score high across most clusters of ability

Answer 51

B) A theoretical general factor underlying all clusters of mental ability The g factor represents general intelligence—a broad cognitive ability influencing performance across many intellectual domains. If a person is good at one kind of thinking, they’ll usually be good at others too — because of a strong g factor, which means higher overall intelligence (IQ).

Answer 52

B) A specific factor tied to a single mental ability or area of functioning The s factor accounts for unique skill areas, such as verbal, spatial, or mechanical reasoning, within the broader g framework. Spearman’s s factor refers to a person’s specific ability in one area — for example, someone might have strong general intelligence (g) but a particularly high s factor in math. The g factor helps with overall problem-solving, while the s factor explains why one person might be especially good at verbal reasoning or music. In Spearman’s theory, s factors are the unique skills — like math, memory, or vocabulary — that combine with the g factor to shape total intelligence.

Answer 53

B) A person’s performance in one domain predicts performance in others because of a general factor Spearman’s findings revealed that abilities tend to correlate, implying a general cognitive strength (g) influencing performance across domains.

Answer 54

B) Through real-world, context-based performance tasks

Answer 55

B) Several independent intelligences arising from different brain areas Gardner argued that intelligence is not one general ability, but multiple distinct intelligences, each linked to different brain regions.

Answer 56

A) Because intelligences operate independently in separate brain modules Gardner proposed that intelligences arise from different neural systems or “modules” of the brain that handle specialized types of processing.

Answer 57

B) Yes, they often combine in skilled performance

Answer 58

B) The interaction between innate potential, environmental context, and internal motivation The bioecological model views intelligence as emerging from dynamic interactions between one’s biological potential, environment, and personal motivation.

Answer 59

A) It determines which innate abilities are expressed and to what extent Ceci said your environment decides how much of your natural smarts you actually get to use. You might be born smart, but if you never get chances to learn or practice, that potential won’t grow. : Intelligence grows or declines depending on how an individual’s innate abilities interact with environmental opportunities and supports.

Answer 60

B) Internal motivation The bioecological model includes internal motivation as a key component—people’s drive to learn and apply abilities affects how fully their potential develops.

Answer 61

C) General (g) and specific (s) factors Spearman’s two-factor theory identifies a broad g factor that underlies all mental abilities and multiple s factors tied to particular skill areas such as verbal or spatial reasoning.

Answer 62

B) Thurstone’s seven factors together form overall intelligence, while Gardner treated each intelligence as independent and culturally defined. Thurstone viewed his seven abilities (e.g., verbal, numerical, spatial) as components of one overall intellect; Gardner argued each represents a distinct intelligence valued differently across cultures. Thurstone said we have many small skills that add up to one overall intelligence. Gardner said we have different kinds of intelligence that work independently and depend on our culture. Thurstone’s Theory of Primary Mental Abilities (1938) He disagreed with Spearman’s single g (general intelligence). He said intelligence is made up of several distinct but related abilities — called Primary Mental Abilities. These abilities work together to create overall intelligence. Thurstone’s 7 Primary Abilities: Verbal comprehension – understanding language Word fluency – producing language quickly Number ability – working with numbers Spatial visualization – imagining shapes/space Memory – recalling information Perceptual speed – noticing details quickly Reasoning – logical problem-solving

Answer 63

D) Reaction-time Gardner’s list includes linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential intelligences—not reaction time.

Answer 64

B) It lacks strong empirical evidence and reliable measurement tools. Critics argue Gardner’s model is difficult to test scientifically—its intelligences overlap with general IQ and lack consistent, validated assessments.

Answer 65

A) Analytical, creative, and practical

Answer 66

B) Practical Practical intelligence—sometimes called “street smarts”—helps individuals apply what they know effectively in daily, social, and work contexts.

Answer 67

B) Innate potential abilities, environmental context, and internal motivation Ceci’s model emphasizes that biological resource pools, environmental opportunities, and personal motivation together shape cognitive development.

Answer 68

C) Intelligence develops through ongoing interaction between biological potential and contextual experiences. Ceci’s view highlights the dynamic interplay between a person’s biological capacities and ecological environment, moderated by individual drive.

Answer 69

B) To measure intelligence using carefully constructed psychological tests

Answer 70

C) There is no absolute standard of intelligence, so scores gain meaning only by comparing them to others’ scores Because intelligence lacks an absolute scale, psychologists interpret test results relative to a population average, not an objective unit.

Answer 71

B) Reliability, validity, and standardization Standardization means everyone takes the test the same way so it’s fair. Like everyone running the same race with the same rules

Answer 72

A) To prevent bias that could advantage or disadvantage certain populations

Answer 73

C) +0.85 to +1.00 A correlation close to +1.00 indicates high consistency in scores, meaning the test is reliable.

Answer 74

B) Whether a test measures what it is supposed to measure Validity assesses a test’s accuracy—for instance, an IQ test should measure intelligence, not language fluency alone.

Answer 75

B) Reliability; validity The broken scale produces consistent (reliable) but inaccurate (invalid) results—illustrating that reliability ≠ validity.

Answer 76

A) How well test items represent the intended content area

Answer 77

C) Low content validity The content doesn’t match the skill being measured, so content validity is low.

Answer 78

A) The correlation between a test and an external criterion The validity coefficient quantifies how strongly test scores relate to real-world outcomes (e.g., school grades).

Answer 79

B) To compare individual scores meaningfully against a normative group Standardization means administering a test under uniform procedures so that each score can be compared to normative sample averages.

Answer 80

C) A bell-shaped curve with most scores near the average IQ scores form a bell-shaped normal curve, where most people score near the mean of 100, and very few score extremely high or low.

Answer 81

C) 68% Around 68% of the population scores between 85 and 115, within one standard deviation of the average IQ of 100.

Answer 82

C) They are all the same In a perfect normal curve, the mean, median, and mode coincide—all located at the center peak.

Answer 83

B) Good judgment, reasoning, and practical sense Binet viewed intelligence as “judgment, reasoning, and social comprehension”—the ability to adapt and think practically.

Answer 84

B) Mental age

Answer 85

B) Terman — (Mental Age ÷ Chronological Age) × 100

Answer 86

C) +0.90 These tests are highly reliable (≈ +0.90 correlation) — retests yield nearly identical results across time.

Answer 87

A) Years of schooling completed IQ scores correlate strongly with education level (validity coefficients ≈ 0.6–0.8) and moderately with academic performance (≈ 0.5).

Answer 88

B) Reliability, validity, and standardization

Answer 89

C) To detect children who needed extra academic support in school Binet designed his test in France to identify schoolchildren struggling academically so they could receive additional help.

Answer 90

B) Mental age measures intellectual performance compared to age peers Mental age reflects a person’s level of cognitive performance, while chronological age is simply how long they’ve lived.

Answer 91

A) Terman used a ratio of mental to chronological age; Wechsler used a standardized deviation score Terman’s Stanford–Binet IQ = (Mental Age ÷ Chronological Age) × 100, while Wechsler’s IQ used deviation scoring, comparing each person’s score to the normal distribution with a mean of 100 and SD of 15.

Answer 92

A) They contain questions that rely on experiences or language not shared across all cultures

Answer 93

negative stereotype about their group Stereotype threat occurs when awareness of a negative stereotype (e.g., about gender or ethnicity) causes anxiety and lower performance during testing.

Answer 94

B) The steady rise in average IQ scores across generations The Flynn Effect refers to the increase in average IQ scores over decades, likely due to improved education, nutrition, and environmental complexity.

Answer 95

C) Genetic evolution in just one generation

Answer 96

B) Perceive, express, understand, and regulate emotion in oneself and others

Answer 97

B) The capacity to understand and navigate social relationships effectively

Answer 98

B) Wisdom involves using intelligence, creativity, and experience for the common good Sternberg adds wisdom as the ethical application of intelligence—balancing analytical, creative, and practical skills to promote the greater good rather than self-interest. Wisdom = using analytic, creative, and practical intelligence + moral understanding to make balanced, ethical decisions.

Answer 99

B) Because heritability describes populations, not individuals

Answer 100

B) The extent to which differences among people can be attributed to genetic variation Heritability measures how much variation in a trait (like IQ) across a population is due to genetic differences, not how much of one person’s intelligence is inherited.

Answer 101

A) A number describing how much of a population’s trait variation is due to heredity The heritability coefficient (ranging from 0.00 to +1.00) quantifies the degree to which genetic factors explain trait variability among people.

Answer 102

C) The trait is completely determined by genetic factors

Answer 103

C) Genes are expressed through interaction with environmental factors Genes do not “act alone.” Their effects are activated and shaped by environmental conditions at biological and developmental levels.

Answer 104

B) Heredity and environment both contribute, each influencing the other Nature and nurture interact—genes provide potential, but the environment shapes how fully that potential develops.

Answer 105

a. ability to communicate ability to communicate → not part of the standard definition (intelligence involves learning, adapting, and self-regulation, not simple communication skill).

Answer 106

b. Gardner’s theory of multiple intelligences Gardner’s theory — includes nine distinct, independent intelligences.

Answer 107

d. the validity coefficient Validity coefficient — shows how well test scores correlate with real-world performance.

Answer 108

c. identifying which school placement level was most appropriate for different children

Answer 109

c. people taking the test today and again two weeks later Short-term retests show very high reliability (~ +.90)

Answer 110

b. perceiving others’ emotions and our own Core EI ability = perceiving and understanding emotions.

Answer 111

d. Set high goals and reward the child for meeting them. Excessive emphasis on reward goals isn’t part of their recommendations. Bradley & Caldwell studied how the home environment affects children’s cognitive development and IQ growth. They found that certain environmental factors strongly predict higher intelligence — but “setting high goals and giving rewards” was not one of them. Bradley & Caldwell found that kids get smarter when parents make home life supportive, organized, and fun to explore — not when they push strict goals or rewards.

Answer 112

d. When children move from poor to affluent schools, their test scores tend to increase Environmental enrichment (better schools) raises IQ performance.

Answer 113

d. IQ scores between 100 and 130 Gifted individuals are typically defined as having: Very high intellectual ability (IQ above 130, not 100–130), Plus strong motivation, creativity, and persistence. So option (d) is incorrect because 100–130 is the average to above-average range, while giftedness generally begins around 130+ Highly intelligent (IQ ≥ 130) Self-motivated (love learning for its own sake) Persistent and hardworking Often supported by stimulating environments 🧒 Simple version: Gifted people are very smart (IQ over 130), curious, and hard-working — not just average or slightly above average in IQ.

Answer 114

theory of multiple intelligences

Answer 115

practical Sternberg said wisdom comes from practical intelligence — using your smarts in real life to make good, fair choices for yourself and others. Created the Triarchic theory of intelligence (IQ is made of three interacting components) Internal (analytic) External (creative) Experiential (practical

Answer 116

normal distribution (or bell curve)

Answer 117

mental age

Answer 118

stereotype threat

Answer 119

heritable (or genetic)

Answer 120

environment Mild intellectual disability Refers to individuals with IQs roughly between 50–70 (slightly below average). These individuals can often learn academic and life skills, but more slowly than typical peers. The causes are often not purely biological — the environment plays a major role. A child raised in extreme poverty, with limited access to books, schooling, or language interaction, may develop mild intellectual delays — not because of bad genes, but because their environment didn’t provide enough stimulation.

chap 10 intelligence Flashcards

(145 cards)