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Chapter 8
Student: ___________________________________________________________________________
1. Multiple intelligence is an innovative educational attempt by Howard Gardner and others to encourage
the development of a range of intelligences in young children. Which one of the statements below would
not be characteristic of this approach?
A. Materials are rich and engaging.

B. Materials are labeled as to which intelligence they are addressing, that is, "sensory" or "verbal."
C. Materials are used that relate to a combination of intelligences.
D. There are 12 areas set up in the classroom that are designed to improve children's multiple
intelligences.
2. The ability to solve problems and to adapt and learn from new experiences is identified as ______.
A. information
B. intelligence
C. internalization
D. itemization
3. Which of the following questions has generated controversies about intelligence?
A. Is intelligence more strongly influenced by heredity or by environment?

B. Is there cultural bias in intelligence testing?
C. Are intelligence tests misused?
D. All of the above questions have generated controversy.
4. Intelligence can only be evaluated indirectly by
A. studying the intelligence acts that people perform.

B. comparing the intelligence acts that people perform.
C. Both of these.
D. None of these.
5. The stable and consistent ways that people are different from one another describes
A. Gardner's theory.
B. individual differences.
C. Binet's testing.
D. cognitive challenges.
6. ________________________ are the stable, consistent ways in which people are different from each other.
A. Verbal abilities
B. Spatial abilities
C. Individual differences
D. Problem-solving abilities
7. Which is not part of the text definition of intelligence?
A. verbal ability
B. adaptability
C. problem-solving skills
D. spatial representation
8. Which represents one of the major reasons that intelligence is a difficult concept to define?
A. It is too concrete.
B. It does not appear to have any real importance.
C. It can only be measured by indirect means.
D. There is uncertainty over whether it is inherited or learned.
9. The first intelligence test was developed by
A. Therman.
B. Stanford.
C. Wechsler.
D. Simon and Binet.
10. What was Binet and Simon's 1905 intelligence scale originally designed to identify?
A. a person's intelligence quotient

B. whether thinking skills are inherited or learned
C. potential careers for graduating high-school seniors
D. children who might have problems in school
11. An individual's level of mental development relative to others is called the
A. mental age.
B. chronological age.
C. developmental level.
D. intelligence quotient.
12. What is the formula for the intelligence quotient?
A. IQ = MA/CA × 100
B. IQ = CA/MA × 100
C. IQ = MA/CA ÷ 100
D. IQ = CA/MA ÷ 100
13. What is the IQ of an 8-year-old with a mental age of 10?
A. 9
B. 80
C. 100
D. 125
14. Bill is 6 years old and has a mental age of 8. What is his IQ?
A. 6
B. 80
C. 100
D. 133
15. What did William Stern devise?
A. 1912 scale
B. developmental quotient
C. intelligence quotient
D. infant intelligence test
16. If Jaedyn's mental age and her chronological age are the same, what is her IQ?
A. 50
B. 75
C. 100
D. 120
17. Who originally devised the concept of intelligence quotient?
A. Alfred Binet
B. Sir Francis Galton
C. David Wechsler
D. William Stern
18. Seven-year-old Cody is found to have a mental age of 14. What is his IQ?
A. 70
B. 100
C. 140
D. 200
19. If 6-year-old Mary correctly answers all of the questions on a standardized intelligence test that a
typical 8-year-old could answer, she would have a(n) _________ of 8.
A. IQ
B. mental age
C. chronological age
D. normal distribution
20. If 11-year-old William's mental age is also 11, then
A. his IQ would be 100.

B. he would be considered bright.
C. his IQ would be 121.
D. he would be considered dull.
21. Intelligence measured by the Stanford-Binet approximates a ________ distribution.
A. mental
B. chronological
C. normal
D. skewed
22. Anthony has an IQ of 89 and Joseph has an IQ of 112. If these scores are from the Stanford-Binet
test, then
A. Joseph is older than Anthony.

B. Joseph is considered gifted and Anthony is considered dull.
C. Anthony and Joseph both fall in the "normal" range.
D. Joseph is considered 23 percent more intelligent than Anthony.
23. The current Stanford-Binet is given to individuals from the age of
A. 3 through adolescence.
B. 6 through adolescence.
C. 2 through adulthood.
D. 6 through adulthood.
24. If you were informed that the most appropriate test assessing Kim's intelligence was the WAIS-III, you
would most accurately conclude that Kim was a(n)
A. preschooler.
B. second grader.
C. eighth grader.
D. adult.
25. What do the subtest and composite scores of the Wechsler scales allow the examiner to do?
A. Determine the achievement level of the individual.

B. Determine the IQ score of the individual.
C. Determine the areas in which the individual is strong or weak.
D. Determine the happiness of the individual.
26. The Wechsler Preschool and Primary Scale of Intelligence is used to test children from the ages of
A. 2 years to 6 years 5 months.

B. 3 ½ years to 5 ½ years.
C. 1 to 6 ½.
D. 2 ½ years to 7 years 3 months.
27. The Wechsler scales consist of
A. verbal subtests only.

B. nonverbal subtests only.
C. a total IQ score only.
D. both verbal and nonverbal subtests, as well as an overall IQ score.
28. As a school psychologist, you are asked to assess the intellectual abilities of 4-year-old Edad. Which
exam would be the most appropriate for him?
A. WAIS-III
B. WPPSI-III
C. WISC-IV
D. APGAR
29. Despite the links between IQ and academic achievement and occupational success, it is important to
keep in mind that many other factors contribute to success in school and work. Which one of the
following is not mentioned in your text as a factor that contributes to success in school and work?
A. motivation to succeed
B. physical and mental health
C. number of people in one's family
D. social skills
30. In order for intelligence tests to be effective, they should
A. be used as the sole evaluation tool.

B. never be relied upon for results.
C. always be administered individually.
D. be used in conjunction with other information about the individual.
31. According to Robert Sternberg, intelligence comes in what forms?
A. analytical
B. practical
C. creative
D. All of these.
32. Who developed the triarchic theory of intelligence?
A. Alfred Binet
B. Robert Sternberg
C. Charles Spearman
D. Howard Gardner
33. All of the following are components of Sternberg's definition of intelligence, except
A. analytical.
B. creative.
C. experimental.
D. practical.
34. According to Sternberg, students with high analytic ability
A. do well in classes in which the teacher lectures and gives objective tests.
B. typically get good grades.
C. do well on traditional IQ tests
D. All of these.
35. Austin has just finished taking a Stanford-Binet intelligence test. According to Sternberg, this test will
only provide Austin's _________ intelligence.
A. specific
B. practical
C. creative
D. analytical
36. Nine-year-old Amir has developed study skills that help him succeed in school. Sternberg would argue
that this skill is best identified with __________ intelligence.
A. general
B. practical
C. creative
D. analytical
37. Emily is a renowned poet who can be in a seemingly ordinary situation and later compose a highly
creative poem that seems full of insight into that situation. According to Sternberg, Emily has
exceptional __________ intelligence.
A. general
B. practical
C. creative
D. analytical
38. Gannon scores high in the creative area of Sternberg's theory. This may tell his teacher that he will
A. not relate well to school demands.

B. have positive social skills and common sense.
C. do well as an entrepreneur.
D. relate to all of these.
39. Howard Gardner is associated with the _________ theory.
A. two-factor
B. multiple-factor
C. multiple intelligence
D. triarchic theory.
40. Which of the following does not belong with the others?
A. Howard Gardner
B. multiple intelligence
C. insightful skills for analyzing others
D. two-factor theory
41. Which one of the following is not an example of Gardner's eight types of intelligence?
A. verbal skills
B. bodily-kinesthetic skills
C. intrapersonal skills
D. All of the above are examples of Gardner's eight types of intelligence.
42. According to Gardner, which statement is true regarding the eight types of intelligence?
A. A person must have at least half of the eight intelligences in order to be considered normal.
B. A person must have verbal and mathematical skills and the others are not very important.
C. A person must have the same level of achievement in all eight types in order to be considered
gifted.
D. Everyone has all of these intelligences but to varying degrees and we learn and process in different
ways.
43. ___________________ is associated with emotional intelligence.
A. Gardner
B. Sternberg
C. Goleman
D. Therman
44. ______________________ is defined by Salovey and Mayer as the ability to monitor one's own and other's
feelings and emotions, to discriminate among them, and to use this information to guide one's thinking
and action.
A. Multiple-intelligence approach
B. Emotional intelligence
C. Gardner's theory
D. Sternberg's theory
45. Brain imaging has shown higher intelligence is linked to
A. brain size.
B. neurological function speed.
C. neural networks in frontal and parietal lobes.
D. All of these.
46. Which of the following was not identified as one of the major controversial issues concerning
intelligence?
A. nature versus nurture determinants of intelligence

B. use and misuse of intelligence tests
C. IQ versus DQ scoring systems
D. gender and ethnic differences in intelligence
47. Most modern attempts to improve the intellectual environments of impoverished children have focused
on
A. programs that educate parents to be sensitive caregivers and provide teachers with support
services.
B. educational remediation.
C. providing money to families.
D. encouraging families to use day care.
48. Impoverished environments intervention
A. is connected to low-income family situations.

B. works to improve the quality of life for parent and child.
C. provides the child with an enriched environment.
D. All of these.
49. The Abecedarian Project at the University of North Carolina at Chapel Hill is an example of early
A. intervention for gifted children.

B. home intervention for prenatal babies.
C. intervention that produces an improvement in children's IQ if they are intellectually stimulated.
D. intervention for wealthy children.
50. Which of the following is not an example of cultural bias in testing?
A. favoring urban rather than rural children

B. favoring middle-socioeconomic rather than low-socioeconomic children
C. favoring one ethnic group over another
D. None of these.
51. The story of Larry P., a young man who, following a grade-school IQ test, was placed into a special
education room category but later filed a lawsuit for incorrect labeling. This illustrates the idea that
A. early life trauma can adversely affect one's intellectual abilities.

B. mental retardation need not limit one's educational pursuits.
C. culturally biased tests often lead to incorrect assessments of members of minority populations.
D. adolescent intellectual ability is not a good predictor of later life occupation.
52. ___________________________ intelligence testing aims to avoid cultural bias.
A. Culture-fair
B. Culture-bias
C. Bias-resistant
D. Socioeconomic improvement
53. A test designed to include some socially based items but eliminate those items more familiar to
members of a particular cultural or ethnic group is referred to as
A. content-free.
B. culture-fair.
C. culture-bound.
D. context-fair.
54. _________________________ is the anxiety that one's behavior might confirm a negative stereotype about one's
group. For example, when African Americans take an intelligence test, they may experience anxiety
about confirming the old stereotype that they are "intellectually inferior."
A. Stereotype advantage
B. Stereotype threat
C. Anxiety setback
D. Full anticipation
55. If Dr. Proctor tells you that she is about to administer a developmental scale, you would conclude that
she is working with a(n)
A. infant.
B. mentally retarded student.
C. gifted student.
D. adult.
56. In an assessment class, Sophia is asked to review both an intelligence test and a developmental scale.
What would Sophia likely conclude following her review?
A. Intelligence tests require more types of stimuli.

B. Developmental scales are more effective in predicting high-school academic performance.
C. Intelligence tests are harder to administer.
D. Developmental scales place more emphasis on perceptual motor skill development.
57. An overall developmental score that combines subscores in the motor, language, adaptive, and
personal-social domains in the Gesell assessment of infants is called the
A. intelligence quotient.
B. developmental quotient.
C. infant profile.
D. neonatal assessment score.
58. The IQ is to the Stanford-Binet as the ______ is to the Gesell scale.
A. normal distribution
C. validity rating
D. Apgar score
59. Which of the following is not a component of the Bayley Scales of Infant Development?
A. motor scale
B. adaptive scale
C. mental scale
D. behavior-rating scale
60. Your pediatrician has just examined your 6-month-old son. In his report the doctor writes, "Motor skills
are adequate, language is developmentally appropriate, adaptive and personal-social characteristics are
developmentally on time." Given this information, your son was likely assessed using the
A. Gesell scale.
B. WPPSI-III.
C. Bayley Scales of Infant Development.
D. Stanford-Binet intelligence test.
61. Tests for ___________________ contain more items related to perceptual-motor development and measures of
social interaction, and contain fewer verbal measures.
A. infants
B. primary-grade children
C. intermediate-grade children
D. adolescent children
62. Faye just received a high score on her Bayley Scales of Infant Development test. Given this
information, what can you predict?
A. Faye will receive a high IQ score on subsequent intelligence tests.

B. Faye is highly verbal.
C. Faye is likely in preschool.
D. You cannot make accurate predictions about her future intellectual abilities.
63. The ____________________________ focuses on the infant's ability to process information in such ways as
encoding the attributes of object, detecting similarities and differences between objects, forming
mental representations, and retrieving these representations.
A. Bayley Scales of Infant Development

B. Gesell test
C. Fagan Test of Infant Intelligence
D. Stanford-Binet IQ test
64. Which one of the following infant tests is correlated with measures of intelligence in older children? For
example, measures of habituation and dishabituation predict intelligence in childhood and adolescence.
A. Fagan Test of Infant Intelligence

B. Bayley Scales of Infant Development
C. Gesell test
65. At age 8, Anna takes an intelligence test and is found to have an IQ of 100. Two years later, Anna
again takes the same test. If Anna is typical, you would predict that her IQ score on the second test
would be about
A. 80.
B. 100.
C. 120.
D. 140.
66. What can be concluded about the stability and change of intelligence in childhood?
A. Intelligence test scores can fluctuate dramatically across the childhood years.
B. Intelligence is not as stable as the original intelligence theorists envisioned.
C. Children have the capacity for intellectual change but they do not become entirely new intelligent
beings.
D. All of the above can be concluded.
67. ________________________ is(are) a condition(s) of limited mental ability in which the individual has a low IQ,
usually below 70 and difficulty adapting to everyday life.
A. Learning disability
B. Mental retardation
C. Deficits in adaptive behavior
D. Giftedness
68. Paula is concerned about the intellectual development of her 4-year-old daughter Connie, so she has
her tested by her pediatrician. When summarizing his findings, the doctor uses phrases such as
"genetic problems," "brain damage," and "IQ of 40." Based on this information, you would expect that
Connie
A. is mildly retarded.
B. is profoundly retarded.
C. is a cultural-familial retardate.
D. has a condition that is likely due to organic reasons.
69. ___________________ and _____________________ are two extremes of intelligence and creativity.
A. Mental retardation; giftedness

B. Triarchic theory; frames of the mind
C. Mental retardation; frames of the mind
D. Both A and B.
70. Who of the following would typically be considered "gifted" in most school systems?
A. Lauren, who has an IQ of 115 and no superior talents

B. Fran, who has an IQ of 100 but is an outstanding writer
C. Ollie, who has an IQ of 121 and is an outstanding artist
D. None of these would be considered gifted.
71. Which of the following is not a characteristic of gifted children?
A. precocity
B. passion to master
C. ability to conform
D. marching to their own drummer
72. Deliberate practice in terms of giftedness is a practice that
A. occurs at a level of difficulty for the individual.

B. provides corrective feedback.
C. allows opportunity for repetition.
D. All of these.
73. African American, Latino, and Native American students tend to have fewer students in gifted
programs compared to non-Latino White and Asian American children. This underrepresentation may
be due to
A. less opportunity for vocabulary skill building.

B. decreased language comprehension opportunities.
C. testing bias for this population.
D. All of these.
74. ______________________ is the ability to think about something in novel and unusual ways and come up with
unique solutions to problems.
A. Creativity
B. Functional fixedness
C. General intelligence
D. Convergent thinking
75. How are intelligence and creativity related?
A. Most intelligent people are creative.

B. Most creative people are intelligent.
C. There is an inverse relationship between creativity and intelligence.
D. Intelligence and creativity are unrelated.
76. If you are asked to answer a question and you are instructed, "There is only one correct answer," you
might logically conclude that the item is assessing
A. creativity.
B. divergent thinking.
C. general intelligence.
D. convergent thinking.
77. Recent research has indicated a decline in creative thinking among U.S. schoolchildren. A reason cited
for this decrease is
A. increased TV viewing.
B. decreased emphasis on creative thinking.
C. increased video gaming.
D. All of these.
78. ________________________ is a technique in which children are encouraged to come up with creative ideas in a
group, play off each other's ideas, and say practically whatever comes to mind.
A. Redressing
B. Rehearsal
C. Brainstorming
D. Concept elimination
79. For a teacher working with a group of primary-grade children, which of the following is not a strategy
for accomplishing the goal of helping children become more creative?
A. having children engage in brainstorming and come up with as many ideas as possible
B. providing children with stark environments so they can create their own environments
C. being careful not to overcontrol
D. encouraging internal motivation
80. Gardner and Sternberg are among the contemporary theorists related to intelligence. Compare and
contrast their views about intelligence.
81. Describe three areas of increased intelligence found in brain imagery.

82. Many early intelligence tests were culturally biased, favoring people who were from urban rather than
rural environments, middle-socioeconomic status rather than low-socioeconomic status, and white
rather than African American. Explain this concept and how it applies to the modern testing
movement.
83. Why is testing an infant a difficult task? Explain how infants are tested using the Gesell and Bayley
instruments.
84. List the four categories of behavior tested in the theory of Arnold Gesell.
85. Compare and contrast mental retardation and giftedness in IQ and functioning.
86. Describe and give an example of both divergent and convergent thinking.
87. Identify four methods of guiding a child's creativity.

Chapter 8 Key
1. Multiple intelligence is an innovative educational attempt by Howard Gardner and others to

encourage the development of a range of intelligences in young children. Which one of the
statements below would not be characteristic of this approach?
A. Materials are rich and engaging.

B. Materials are labeled as to which intelligence they are addressing, that is, "sensory" or "verbal."
C. Materials are used that relate to a combination of intelligences.
D. There are 12 areas set up in the classroom that are designed to improve children's multiple
intelligences.
Refer to page 230
Blooms Taxonomy: Analysis

Difficulty Level: Moderate
Learning Goal: 08-01
Santrock - Chapter 08 #1
2. The ability to solve problems and to adapt and learn from new experiences is identified as ______.
A. information
B. intelligence
C. internalization
D. itemization
Refer to page 230
Blooms Taxonomy: Knowledge

Difficulty Level: Basic
3. Which of the following questions has generated controversies about intelligence?
A. Is intelligence more strongly influenced by heredity or by environment?

B. Is there cultural bias in intelligence testing?
C. Are intelligence tests misused?
D. All of the above questions have generated controversy.
Refer to page 230
Blooms Taxonomy: Comprehension

4. Intelligence can only be evaluated indirectly by
A. studying the intelligence acts that people perform.

B. comparing the intelligence acts that people perform.
C. Both of these.
D. None of these.
Refer to page 230

5. The stable and consistent ways that people are different from one another describes
A. Gardner's theory.
B. individual differences.
C. Binet's testing.
D. cognitive challenges.
Refer to page 230

6. ________________________ are the stable, consistent ways in which people are different from each other.
A. Verbal abilities
B. Spatial abilities
C. Individual differences
D. Problem-solving abilities
Refer to page 230

7. Which is not part of the text definition of intelligence?
A. verbal ability
B. adaptability
C. problem-solving skills
D. spatial representation
Refer to page 230

8. Which represents one of the major reasons that intelligence is a difficult concept to define?
A. It is too concrete.
B. It does not appear to have any real importance.
C. It can only be measured by indirect means.
D. There is uncertainty over whether it is inherited or learned.
Refer to page 230
Blooms Taxonomy: Evaluation

9. The first intelligence test was developed by
A. Therman.
B. Stanford.
C. Wechsler.
D. Simon and Binet.
Refer to page 231

10. What was Binet and Simon's 1905 intelligence scale originally designed to identify?
A. a person's intelligence quotient

B. whether thinking skills are inherited or learned
C. potential careers for graduating high-school seniors
D. children who might have problems in school
Refer to page 231

11. An individual's level of mental development relative to others is called the
A. mental age.
B. chronological age.
C. developmental level.
D. intelligence quotient.
Refer to page 231

12. What is the formula for the intelligence quotient?
A. IQ = MA/CA × 100
B. IQ = CA/MA × 100
C. IQ = MA/CA ÷ 100
D. IQ = CA/MA ÷ 100
Refer to page 231

13. What is the IQ of an 8-year-old with a mental age of 10?
A. 9
B. 80
C. 100
D. 125
Refer to page 231

14. Bill is 6 years old and has a mental age of 8. What is his IQ?
A. 6
B. 80
C. 100
D. 133
Refer to page 231
Blooms Taxonomy: Application

15. What did William Stern devise?
A. 1912 scale
C. intelligence quotient
D. infant intelligence test
Refer to page 231

16. If Jaedyn's mental age and her chronological age are the same, what is her IQ?
A. 50
B. 75
C. 100
D. 120
Refer to page 231

17. Who originally devised the concept of intelligence quotient?
A. Alfred Binet
B. Sir Francis Galton
C. David Wechsler
D. William Stern
Refer to page 231

18. Seven-year-old Cody is found to have a mental age of 14. What is his IQ?
A. 70
B. 100
C. 140
D. 200
Refer to page 231

19. If 6-year-old Mary correctly answers all of the questions on a standardized intelligence test that a
typical 8-year-old could answer, she would have a(n) _________ of 8.
A. IQ
B. mental age
C. chronological age
D. normal distribution
Refer to page 231

20. If 11-year-old William's mental age is also 11, then
A. his IQ would be 100.

B. he would be considered bright.
C. his IQ would be 121.
D. he would be considered dull.
Refer to page 231

21. Intelligence measured by the Stanford-Binet approximates a ________ distribution.
A. mental
B. chronological
C. normal
D. skewed
Refer to page 231

22. Anthony has an IQ of 89 and Joseph has an IQ of 112. If these scores are from the Stanford-Binet
test, then
A. Joseph is older than Anthony.

B. Joseph is considered gifted and Anthony is considered dull.
C. Anthony and Joseph both fall in the "normal" range.
D. Joseph is considered 23 percent more intelligent than Anthony.
Refer to page 231

23. The current Stanford-Binet is given to individuals from the age of
A. 3 through adolescence.
B. 6 through adolescence.
C. 2 through adulthood.
D. 6 through adulthood.
Refer to page 231

24. If you were informed that the most appropriate test assessing Kim's intelligence was the WAIS-III,
you would most accurately conclude that Kim was a(n)
A. preschooler.
B. second grader.
C. eighth grader.
D. adult.
Refer to page 232

25. What do the subtest and composite scores of the Wechsler scales allow the examiner to do?
A. Determine the achievement level of the individual.

B. Determine the IQ score of the individual.
C. Determine the areas in which the individual is strong or weak.
D. Determine the happiness of the individual.
Refer to page 232

26. The Wechsler Preschool and Primary Scale of Intelligence is used to test children from the ages of
A. 2 years to 6 years 5 months.

B. 3 ½ years to 5 ½ years.
C. 1 to 6 ½.
D. 2 ½ years to 7 years 3 months.
Refer to page 232

27. The Wechsler scales consist of
A. verbal subtests only.

B. nonverbal subtests only.
C. a total IQ score only.
D. both verbal and nonverbal subtests, as well as an overall IQ score.
Refer to page 232

28. As a school psychologist, you are asked to assess the intellectual abilities of 4-year-old Edad.
Which exam would be the most appropriate for him?
A. WAIS-III
B. WPPSI-III
C. WISC-IV
D. APGAR
Refer to page 232

29. Despite the links between IQ and academic achievement and occupational success, it is important
to keep in mind that many other factors contribute to success in school and work. Which one of the
following is not mentioned in your text as a factor that contributes to success in school and work?
A. motivation to succeed
B. physical and mental health
C. number of people in one's family
D. social skills
Refer to page 232

30. In order for intelligence tests to be effective, they should
A. be used as the sole evaluation tool.

B. never be relied upon for results.
C. always be administered individually.
D. be used in conjunction with other information about the individual.
Refer to page 232

31. According to Robert Sternberg, intelligence comes in what forms?
A. analytical
B. practical
C. creative
D. All of these.
Refer to page 232

32. Who developed the triarchic theory of intelligence?
A. Alfred Binet
B. Robert Sternberg
C. Charles Spearman
D. Howard Gardner
Refer to page 232

33. All of the following are components of Sternberg's definition of intelligence, except
A. analytical.
B. creative.
C. experimental.
D. practical.
Refer to page 233

34. According to Sternberg, students with high analytic ability
A. do well in classes in which the teacher lectures and gives objective tests.
B. typically get good grades.
C. do well on traditional IQ tests
D. All of these.
Refer to page 233

35. Austin has just finished taking a Stanford-Binet intelligence test. According to Sternberg, this test
will only provide Austin's _________ intelligence.
A. specific
B. practical
C. creative
D. analytical
Refer to page 233

36. Nine-year-old Amir has developed study skills that help him succeed in school. Sternberg would
argue that this skill is best identified with __________ intelligence.
A. general
B. practical
C. creative
D. analytical
Refer to page 233

37. Emily is a renowned poet who can be in a seemingly ordinary situation and later compose a highly
creative poem that seems full of insight into that situation. According to Sternberg, Emily has
exceptional __________ intelligence.
A. general
B. practical
C. creative
D. analytical
Refer to page 233

38. Gannon scores high in the creative area of Sternberg's theory. This may tell his teacher that he will
A. not relate well to school demands.

B. have positive social skills and common sense.
C. do well as an entrepreneur.
D. relate to all of these.
Refer to page 233

39. Howard Gardner is associated with the _________ theory.
A. two-factor
B. multiple-factor
C. multiple intelligence
D. triarchic theory.
Refer to page 233

40. Which of the following does not belong with the others?
A. Howard Gardner
B. multiple intelligence
C. insightful skills for analyzing others
D. two-factor theory
Refer to page 233

41. Which one of the following is not an example of Gardner's eight types of intelligence?
A. verbal skills
B. bodily-kinesthetic skills
C. intrapersonal skills
D. All of the above are examples of Gardner's eight types of intelligence.
Refer to page 233

42. According to Gardner, which statement is true regarding the eight types of intelligence?
A. A person must have at least half of the eight intelligences in order to be considered normal.
B. A person must have verbal and mathematical skills and the others are not very important.
C. A person must have the same level of achievement in all eight types in order to be considered
gifted.
D. Everyone has all of these intelligences but to varying degrees and we learn and process in
different ways.
Refer to page 233

43. ___________________ is associated with emotional intelligence.
A. Gardner
B. Sternberg
C. Goleman
D. Therman
Refer to page 234

44. ______________________ is defined by Salovey and Mayer as the ability to monitor one's own and other's
feelings and emotions, to discriminate among them, and to use this information to guide one's
thinking and action.
A. Multiple-intelligence approach
B. Emotional intelligence
C. Gardner's theory
D. Sternberg's theory
Refer to page 234

45. Brain imaging has shown higher intelligence is linked to
A. brain size.
B. neurological function speed.
C. neural networks in frontal and parietal lobes.
D. All of these.
Refer to page 235

46. Which of the following was not identified as one of the major controversial issues concerning
intelligence?
A. nature versus nurture determinants of intelligence

B. use and misuse of intelligence tests
C. IQ versus DQ scoring systems
D. gender and ethnic differences in intelligence
Refer to page 235

47. Most modern attempts to improve the intellectual environments of impoverished children have
focused on
A. programs that educate parents to be sensitive caregivers and provide teachers with support
services.
B. educational remediation.
C. providing money to families.
D. encouraging families to use day care.
Refer to pages 236-237

48. Impoverished environments intervention
A. is connected to low-income family situations.

B. works to improve the quality of life for parent and child.
C. provides the child with an enriched environment.
D. All of these.
Refer to page 237

49. The Abecedarian Project at the University of North Carolina at Chapel Hill is an example of early
A. intervention for gifted children.

B. home intervention for prenatal babies.
C. intervention that produces an improvement in children's IQ if they are intellectually stimulated.
D. intervention for wealthy children.
Refer to page 238

Difficulty Level: Difficult
50. Which of the following is not an example of cultural bias in testing?
A. favoring urban rather than rural children

B. favoring middle-socioeconomic rather than low-socioeconomic children
C. favoring one ethnic group over another
D. None of these.
Refer to page 239

51. The story of Larry P., a young man who, following a grade-school IQ test, was placed into a special
education room category but later filed a lawsuit for incorrect labeling. This illustrates the idea that
A. early life trauma can adversely affect one's intellectual abilities.

B. mental retardation need not limit one's educational pursuits.
C. culturally biased tests often lead to incorrect assessments of members of minority populations.
D. adolescent intellectual ability is not a good predictor of later life occupation.
Refer to page 239

52. ___________________________ intelligence testing aims to avoid cultural bias.
A. Culture-fair
B. Culture-bias
C. Bias-resistant
D. Socioeconomic improvement
Refer to page 239

53. A test designed to include some socially based items but eliminate those items more familiar to
members of a particular cultural or ethnic group is referred to as
A. content-free.
B. culture-fair.
C. culture-bound.
D. context-fair.
Refer to page 239

54. _________________________ is the anxiety that one's behavior might confirm a negative stereotype about
one's group. For example, when African Americans take an intelligence test, they may experience
anxiety about confirming the old stereotype that they are "intellectually inferior."
A. Stereotype advantage
B. Stereotype threat
C. Anxiety setback
D. Full anticipation
Refer to page 240

55. If Dr. Proctor tells you that she is about to administer a developmental scale, you would conclude
that she is working with a(n)
A. infant.
B. mentally retarded student.
C. gifted student.
D. adult.
Refer to page 241

56. In an assessment class, Sophia is asked to review both an intelligence test and a developmental
scale. What would Sophia likely conclude following her review?
A. Intelligence tests require more types of stimuli.

B. Developmental scales are more effective in predicting high-school academic performance.
C. Intelligence tests are harder to administer.
D. Developmental scales place more emphasis on perceptual motor skill development.
Refer to page 241

57. An overall developmental score that combines subscores in the motor, language, adaptive, and
personal-social domains in the Gesell assessment of infants is called the
A. intelligence quotient.
B. developmental quotient.
C. infant profile.
D. neonatal assessment score.
Refer to page 241

58. The IQ is to the Stanford-Binet as the ______ is to the Gesell scale.
A. normal distribution
C. validity rating
D. Apgar score
Refer to page 241

59. Which of the following is not a component of the Bayley Scales of Infant Development?
A. motor scale
B. adaptive scale
C. mental scale
D. behavior-rating scale
Refer to page 241

60. Your pediatrician has just examined your 6-month-old son. In his report the doctor writes, "Motor
skills are adequate, language is developmentally appropriate, adaptive and personal-social
characteristics are developmentally on time." Given this information, your son was likely assessed
using the
A. Gesell scale.
B. WPPSI-III.
C. Bayley Scales of Infant Development.
D. Stanford-Binet intelligence test.
Refer to page 241

61. Tests for ___________________ contain more items related to perceptual-motor development and
measures of social interaction, and contain fewer verbal measures.
A. infants
B. primary-grade children
C. intermediate-grade children
D. adolescent children
Refer to page 241

62. Faye just received a high score on her Bayley Scales of Infant Development test. Given this
information, what can you predict?
A. Faye will receive a high IQ score on subsequent intelligence tests.

B. Faye is highly verbal.
C. Faye is likely in preschool.
D. You cannot make accurate predictions about her future intellectual abilities.
Refer to page 241

63. The ____________________________ focuses on the infant's ability to process information in such ways as
encoding the attributes of object, detecting similarities and differences between objects, forming
mental representations, and retrieving these representations.
A. Bayley Scales of Infant Development

B. Gesell test
C. Fagan Test of Infant Intelligence
Refer to page 242

64. Which one of the following infant tests is correlated with measures of intelligence in older children?
For example, measures of habituation and dishabituation predict intelligence in childhood and
adolescence.
A. Fagan Test of Infant Intelligence

B. Bayley Scales of Infant Development
C. Gesell test
Refer to page 242

65. At age 8, Anna takes an intelligence test and is found to have an IQ of 100. Two years later, Anna
again takes the same test. If Anna is typical, you would predict that her IQ score on the second test
would be about
A. 80.
B. 100.
C. 120.
D. 140.
Refer to page 242

66. What can be concluded about the stability and change of intelligence in childhood?
A. Intelligence test scores can fluctuate dramatically across the childhood years.
B. Intelligence is not as stable as the original intelligence theorists envisioned.
C. Children have the capacity for intellectual change but they do not become entirely new
intelligent beings.
D. All of the above can be concluded.
Refer to page 242

67. ________________________ is(are) a condition(s) of limited mental ability in which the individual has a low IQ,
usually below 70 and difficulty adapting to everyday life.
A. Learning disability
B. Mental retardation
C. Deficits in adaptive behavior
D. Giftedness
Refer to page 243

68. Paula is concerned about the intellectual development of her 4-year-old daughter Connie, so she
has her tested by her pediatrician. When summarizing his findings, the doctor uses phrases such as
"genetic problems," "brain damage," and "IQ of 40." Based on this information, you would expect
that Connie
A. is mildly retarded.
B. is profoundly retarded.
C. is a cultural-familial retardate.
D. has a condition that is likely due to organic reasons.
Refer to page 244

69. ___________________ and _____________________ are two extremes of intelligence and creativity.
A. Mental retardation; giftedness

B. Triarchic theory; frames of the mind
C. Mental retardation; frames of the mind
D. Both A and B.
Refer to page 243

70. Who of the following would typically be considered "gifted" in most school systems?
A. Lauren, who has an IQ of 115 and no superior talents

B. Fran, who has an IQ of 100 but is an outstanding writer
C. Ollie, who has an IQ of 121 and is an outstanding artist
D. None of these would be considered gifted.
Refer to page 244

71. Which of the following is not a characteristic of gifted children?
A. precocity
B. passion to master
C. ability to conform
D. marching to their own drummer
Refer to page 244

72. Deliberate practice in terms of giftedness is a practice that
A. occurs at a level of difficulty for the individual.

B. provides corrective feedback.
C. allows opportunity for repetition.
D. All of these.
Refer to page 245

73. African American, Latino, and Native American students tend to have fewer students in gifted
programs compared to non-Latino White and Asian American children. This underrepresentation
may be due to
A. less opportunity for vocabulary skill building.

B. decreased language comprehension opportunities.
C. testing bias for this population.
D. All of these.
Refer to page 246

Difficulty Level: Difficult
74. ______________________ is the ability to think about something in novel and unusual ways and come up with
unique solutions to problems.
A. Creativity
B. Functional fixedness
C. General intelligence
D. Convergent thinking
Refer to page 246

75. How are intelligence and creativity related?
A. Most intelligent people are creative.

B. Most creative people are intelligent.
C. There is an inverse relationship between creativity and intelligence.
D. Intelligence and creativity are unrelated.
Refer to page 246

76. If you are asked to answer a question and you are instructed, "There is only one correct answer,"
you might logically conclude that the item is assessing
A. creativity.
B. divergent thinking.
C. general intelligence.
D. convergent thinking.
Refer to page 247

77. Recent research has indicated a decline in creative thinking among U.S. schoolchildren. A reason
cited for this decrease is
A. increased TV viewing.
B. decreased emphasis on creative thinking.
C. increased video gaming.
D. All of these.
Refer to page 247

78. ________________________ is a technique in which children are encouraged to come up with creative ideas in
a group, play off each other's ideas, and say practically whatever comes to mind.
A. Redressing
B. Rehearsal
C. Brainstorming
D. Concept elimination
Refer to page 247

79. For a teacher working with a group of primary-grade children, which of the following is not a
strategy for accomplishing the goal of helping children become more creative?
A. having children engage in brainstorming and come up with as many ideas as possible
B. providing children with stark environments so they can create their own environments
C. being careful not to overcontrol
D. encouraging internal motivation
Refer to pages 247-248

80. Gardner and Sternberg are among the contemporary theorists related to intelligence. Compare and
contrast their views about intelligence.
Howard Gardner states that people have multiple intelligences that are independent of each other.
Both child prodigies and individuals who are retarded or autistic could have extraordinary skills in a
particular domain. He has proposed eight types of intelligences: verbal skills, mathematical skills,
spatial skills, bodily-kinesthetic skills, musical skills, interpersonal skills, intrapersonal skills, and
naturalistic skills. According to Gardner, everyone has all of these intelligences but to varying
degrees. Robert Sternberg, on the other hand, produced the triarchic theory, which includes only
three main types of intelligence: analytical, creative, and practical. If a child has high analytical
intelligence he or she will score high on traditional intelligence tests and usually do well in school. If
a child has a high creative intelligence he or she will probably not have the best test scores but will
be insightful and creative and have the ability to solve new problems quickly. If a child has high
practical know-how he or she will have the ability to get out of trouble and a knack for getting along
with people.
Feedback: Refer to pages 232-233

81. Describe three areas of increased intelligence found in brain imagery.
1) Brain size
2) Neural network of frontal and parietal lobes
3) Faster neurological functions
Feedback: Refer to page 2325

82. Many early intelligence tests were culturally biased, favoring people who were from urban rather
than rural environments, middle-socioeconomic status rather than low-socioeconomic status, and
white rather than African American. Explain this concept and how it applies to the modern testing
movement.
Researchers have developed culture-fair tests, which are intelligence tests that aim to avoid
cultural bias. Two types of culture-fair tests have been developed. The first includes questions that
are familiar to people from all socioeconomic and ethnic backgrounds and the second type of
culture-fair test contains no verbal questions. It is difficult to create a culture-fair test because
most tests tend to reflect what the dominant culture thinks is important.

83. Why is testing an infant a difficult task? Explain how infants are tested using the Gesell and Bayley
instruments.
Tests that assess infants are necessarily less verbal than IQ tests for older children. Tests for
infants contain more items related to perceptual-motor development. They also include measures of
social interactions. Arnold Gesell developed a measure that helped sort out potentially normal
babies from abnormal ones. The current version of the Gesell test has four categories of behavior:
motor, language, adaptive, and personal-social. The development quotient is computed by combining
these subscores for an overall score. Nancy Bayley developed an assessment used for children age
1 through 42 months. There are three components: a mental scale, a motor scale, and the infant-
behavior profile. Children are often assessed to see if early intervention is needed for improved
development.

84. List the four categories of behavior tested in the theory of Arnold Gesell.
motor, language, adaptive, social

85. Compare and contrast mental retardation and giftedness in IQ and functioning.
IQ differences at below 70 and above 130. Functioning answers will vary by student.

86. Describe and give an example of both divergent and convergent thinking.
Divergent thinking is creative ideas. Convergent thinking is a concrete answer. Examples will vary by
student.

87. Identify four methods of guiding a child's creativity.
1) Brainstorming
2) Stimulating environments
3) Do not over control
4) Encourage motivation
5) Guide flexible thinking
6) Build confidence
7) Be persistent with their goal
8) Take intellectual risks

Chapter 8 Summary
Category # of Questions
Blooms Taxonomy: Analysis 13
Blooms Taxonomy: Application 25
Blooms Taxonomy: Comprehension 11
Blooms Taxonomy: Evaluation 11
Blooms Taxonomy: Knowledge 28
Difficulty Level: Basic 15
Difficulty Level: Difficult 2
Difficulty Level: Moderate 70
Learning Goal: 08-01 57
Santrock - Chapter 08 87
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A. Materials are rich and engaging.

3. Which of the following questions has generated controversies about intelligence?

A. Is intelligence more strongly influenced by heredity or by environment?

4. Intelligence can only be evaluated indirectly by

A. studying the intelligence acts that people perform.

7. Which is not part of the text definition of intelligence?

9. The first intelligence test was developed by

A. a person's intelligence quotient

11. An individual's level of mental development relative to others is called the

12. What is the formula for the intelligence quotient?

13. What is the IQ of an 8-year-old with a mental age of 10?

17. Who originally devised the concept of intelligence quotient?

A. his IQ would be 100.

21. Intelligence measured by the Stanford-Binet approximates a ________ distribution.

A. Joseph is older than Anthony.

23. The current Stanford-Binet is given to individuals from the age of

A. Determine the achievement level of the individual.

A. 2 years to 6 years 5 months.

27. The Wechsler scales consist of

A. verbal subtests only.

A. be used as the sole evaluation tool.

31. According to Robert Sternberg, intelligence comes in what forms?

32. Who developed the triarchic theory of intelligence?

34. According to Sternberg, students with high analytic ability

A. not relate well to school demands.

43. ___________________ is associated with emotional intelligence.

45. Brain imaging has shown higher intelligence is linked to

A. nature versus nurture determinants of intelligence

A. is connected to low-income family situations.

A. intervention for gifted children.

50. Which of the following is not an example of cultural bias in testing?

A. favoring urban rather than rural children

A. early life trauma can adversely affect one's intellectual abilities.

52. ___________________________ intelligence testing aims to avoid cultural bias.

A. Intelligence tests require more types of stimuli.

58. The IQ is to the Stanford-Binet as the ______ is to the Gesell scale.

A. Faye will receive a high IQ score on subsequent intelligence tests.

A. Bayley Scales of Infant Development

A. Fagan Test of Infant Intelligence

A. Mental retardation; giftedness

A. Lauren, who has an IQ of 115 and no superior talents

71. Which of the following is not a characteristic of gifted children?

72. Deliberate practice in terms of giftedness is a practice that

A. occurs at a level of difficulty for the individual.

A. less opportunity for vocabulary skill building.

75. How are intelligence and creativity related?

A. Most intelligent people are creative.

81. Describe three areas of increased intelligence found in brain imagery.

87. Identify four methods of guiding a child's creativity.

1. Multiple intelligence is an innovative educational attempt by Howard Gardner and others to

A. Materials are rich and engaging.

Refer to page 230

Blooms Taxonomy: Analysis

Refer to page 230

Blooms Taxonomy: Knowledge

A. Is intelligence more strongly influenced by heredity or by environment?

Refer to page 230

Blooms Taxonomy: Comprehension

4. Intelligence can only be evaluated indirectly by