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Chapter 08 - Intelligence
Chapter 08
Intelligence
Multiple Choice Questions
1. (p. 261) There are many definitions of intelligence. Which of the following is the designation
used in the textbook?
A. the ability to solve problems and adapt and learn from experiences
B. creativity and interpersonal skills
C. mental age divided by chronological age multiplied by 100
D. a concrete number determined by an intelligence test
APA Outcome: 1.1

Blooms Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: 08-01 Explain the nature of intelligence
Topic: Intelligence
2. (p. 261) The term individual differences, as discussed in the text, refers to:
A. differences among individuals that change over time.
B. the relative strengths and weaknesses within an individual.
C. day-to-day changes in an individual's knowledge and skills.
D. differences among individuals that are stable over time.
APA Outcome: 1.1

Topic: Intelligence
8-1
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3. (p. 261) Who proposed that practical knowledge should be considered part of intelligence?
A. Robert Sternberg
B. Alfred Binet
C. Sir Frances Galton
D. Lev Vygotsky
APA Outcome: 1.1

Topic: Intelligence
4. (p. 261) Who would support the notion that intelligence involves using the tools of the culture
with help from mentors?
A. Robert Sternberg
B. Alfred Binet
D. Lev Vygotsky
APA Outcome: 1.2

Topic: Intelligence
5. (p. 262) The French Ministry of Education asked Alfred Binet to create a method to determine
which students:
A. would not profit from typical school instruction.
B. should be placed in advanced courses.
C. should be placed in residential facilities for the mentally retarded.
D. would benefit from job apprenticeships.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Intelligence Tests
8-2
6. (p. 262) Who developed the concept of mental age?

A. Sir Frances Galton
B. David Wechsler
C. Alfred Binet
D. Robert Sternberg
APA Outcome: 1.1

APA Outcome: 1.2
7. (p. 262) A bright child's _____ age is considerably above his or her _____ age.
A. academic; social
B. social; academic
C. mental; chronological
D. chronological age; mental
APA Outcome: 1.2

Blooms Taxonomy: Understand
Topic: Binet Tests
8. (p. 262) Who coined the term "intelligence quotient"?

A. Alfred Binet
B. Robert Sternberg
C. William Stern
D. Sir Frances Galton
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Binet Tests
8-3
9. (p. 262) What was the original numerical concept of an intelligence quotient?
A. chronological age divided by mental age multiplied by 100
B. mental age divided by chronological age multiplied by 100
C. chronological age multiplied by 100
D. mental age divided by chronological age
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Binet Tests
10. (p. 262) What are the content areas of the current Stanford-Binet intelligence test?
A. mental age and chronological age
B. verbal IQ, performance IQ, and full-scale IQ
C. musical aptitude, numerical ability, and visual-perceptual skill
D. fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working
memory
APA Outcome: 1.1

APA Outcome: 1.2
Difficulty Level: Moderate
Topic: Binet Tests
11. (p. 262) The Stanford-Binet has been shown to produce scores that approximate a normal
distribution. This means that most test takers score:
A. in the extreme high end of the range of possible scores.
B. in the middle of the range of possible scores.
C. in the extreme low end of the range of possible scores.
D. better on non-verbal responses than verbal responses.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Binet Tests
8-4
12. (p. 262) Who developed the WISC, WAIS, and WWPSI intelligence tests?
A. David Wechsler
B. Alfred Binet
D. William Stern
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Wechsler Tests
13. (p. 262-263) A person's IQ, as measured on one of the Wechsler scales, is:
A. a combination of a verbal and nonverbal IQ scores.
B. primarily a measure of one's mathematical ability.
C. a good measure of ability to adapt to one's environment.
D. likely to change a great deal.
APA Outcome: 1.1

APA Outcome: 1.2
14. (p. 263) The effectiveness of a psychological test primarily depends on the:
A. age of the examinee.
B. testing conditions.
C. knowledge, skill, and integrity of the examiner.
D. anxiety level of the examiner.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Use of Intelligence Tests
8-5
15. (p. 263) Which of the following is true of the predictive validity of intelligence tests?
A. Scores are inversely correlated with work performance.
B. Scores do not correlate with the number of years of education the individual will obtain.
C. Scores do not correlate with academic achievement even at the time of testing.
D. Scores correlate with school grades and achievement test performance at the time of testing
and years later.
APA Outcome: 1.1

APA Outcome: 1.2
16. (p. 263) IQ scores should be considered with caution because:

A. it is easy for examinees to cheat on these tests.
B. emotional quotient is more predictive of academic and job success than IQ.
C. many examiners falsify results.
D. scores can lead to false expectations and generalizations.
APA Outcome: 1.1

APA Outcome: 1.2
8-6
17. (p. 263) Mr. Nanchet supervises a Future Business Leaders of America club and admits only
those who score in the top 15 percent on an intelligence test because he feels that these
students have the most potential to enter successful business careers. This use of an
intelligence test is:
A. appropriate, because high scores correlate well with future career success.
B. inappropriate, because high scores are only moderately correlated with future job prestige
and work performance.
C. appropriate, because the careers of those with lower scores will not be influenced by the
additional education and experience this type of club will offer.
D. inappropriate, because the test must be given at least twice to determine stability of
intelligence and to better predict career success.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Blooms Taxonomy: Apply
18. (p. 263) Mary Ann scored a little above average on a general IQ test. She is a highly
motivated, hard-working college graduate. Her performance in the workplace most likely will
be:
A. successful, because a range of factors predicts the majority of job success, including
motivation and education.
B. average, as predicted by her average IQ test results.
C. below average, because IQ scores significantly correlate with work performance.
D. disappointing, because her average intelligence will undermine her enthusiasm.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Emerging Adulthood
8-7
19. (p. 263) To be effective, IQ scores should be:

A. confirmed accurate by having an independent observer present during test administration.
B. considered a single aspect of evaluation in conjunction with other information about the
individual.
C. given to all of the examinee's teachers so they know what to expect from a student.
D. ratified by having more than one test administered by different examiners.
APA Outcome: 1.1

20. (p. 264) Who proposed the triarchic theory of intelligence?

A. Robert Sternberg
B. David Wechsler
C. Alfred Binet
D. William Stern
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Sternberg's Triarchic Theory
21. (p. 264) Tanisha scores high on traditional intelligence tests due to her strong memory,
decision-making skills, and problem-solving abilities. Which Sternberg area is a strength for
her?
A. creative
B. analytical
C. practical
D. verbal
APA Outcome: 1.2

APA Outcome: 1.3
8-8
22. (p. 264) Which of the following types of intelligence are included in Sternberg's theory?
A. verbal and non-verbal
B. analytical, creative, and practical
C. verbal, mathematical, spatial, musical, intrapersonal, and interpersonal
D. emotional, natural, and linguistic
APA Outcome: 1.1

APA Outcome: 1.2
23. (p. 264) Eman's test scores are not high, but he solves problems in unique, insightful ways.
Which Sternberg area is a strength for him?
A. creative
B. analytical
C. practical
D. verbal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Topic: Adolescence
24. (p. 264) Sternberg and Gardner's philosophies are similar in that they consider intelligence to
be:
A. biologically determined.
B. nonverbal.
C. multiple-factored.
D. behavior-based.
APA Outcome: 1.1

APA Outcome: 1.2
8-9
25. (p. 264) According to Sternberg, students with which of the following abilities tend to be
favored in conventional schools?
A. practical
B. creative
C. analytical
D. emotional
APA Outcome: 1.1

APA Outcome: 1.2
26. (p. 264) Russell's test scores are low, but he quickly grasps real-life problems and could be
called "street smart." Which Sternberg area is a strength for him?
A. creative
B. analytical
C. practical
D. verbal
APA Outcome: 1.2

APA Outcome: 1.3
27. (p. 264) Which statement MOST closely matches Gardner's theory of intelligence?
A. Humans have multiple factors that combine to produce an overall intelligence.
B. Humans have multiple intelligences only some of which are measured by IQ tests.
C. Environmental enrichment during a critical period can raise intelligence as much as one
standard deviation.
D. Brain mapping, not IQ tests, gives us the most accurate measure of an individual's
cognitive strengths.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Gardner's Theory of Multiple Intelligences
8-10
28. (p. 264) Someone who suffers localized brain damage may maintain functioning in other
cognitive domains. This supports Gardner's contention that:
A. people have multiple intelligences.
B. environment influences intelligence more than biology does.
C. overall intelligence can be low, but specific area skills will compensate and produce
average functioning.
D. analytical, creative, and practical skills are not confined to certain areas of the physical
brain.
APA Outcome: 1.1

APA Outcome: 1.2
29. (p. 264) Ms. Foyle employs multiple intelligence theory in her classroom because she
believes that by exploring many cognitive domains children will:
A. increase their IQ score by at least five points in one school year.
B. increase critical-thinking skills.
C. get better achievement scores.
D. discover relative strengths and find something at which they excel.
APA Outcome: 1.2

APA Outcome: 1.3
8-11
30. (p. 264) Gemmy is a journalist and is trying to finish writing her first novel. According to
Gardner, she most likely has good _____ intelligence.
A. spatial
B. intrapersonal
C. verbal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.3
31. (p. 264) Snea works as an engineer and her brother is an accountant. According to Gardner,
they are both most likely strong in _____ intelligence.
A. spatial
B. mathematical
C. verbal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.3
32. (p. 264-265) Gardner's concepts of ____ intelligence are most closely related to the traditional
IQ test.
A. spatial and verbal
B. mathematical and spatial
C. verbal and bodily kinesthetic
D. interpersonal and intrapersonal
APA Outcome: 1.1

APA Outcome: 1.2
8-12
33. (p. 265) According to Gardner, Charles Darwin is high in _____ intelligence.
A. spatial
B. mathematical
C. verbal
D. naturalist
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
34. (p. 265) Spencer loves to sail and plays chess for fun. According to Gardner, he is most
likely strong in _____ intelligence.
A. spatial
B. mathematical
C. verbal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
8-13
35. (p. 265) Malian took dance for many years but stopped once she entered medical school.
Now a highly regarded surgeon, she no longer has time to dance. According to Gardner, she is
strong in _____ intelligence.
A. spatial
B. bodily kinesthetic
C. naturalist
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
36. (p. 265) Marcus taught elementary school for several years before pursuing a career as a
mental health counselor within the education system. According to Gardner, he is most likely
strong in _____ intelligence.
A. spatial
B. verbal
C. intrapersonal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
8-14
37. (p. 265) According to Gardner, psychologists should be high in _____ intelligence.
A. spatial
B. verbal
C. intrapersonal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
38. (p. 265) According to Gardner, philosophers demonstrate a form of _____ intelligence.
A. verbal
B. existential
C. intrapersonal
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
39. (p. 265) Colin does not earn high scores on standardized tests but has a black belt in martial
arts. According to Gardner, Colin has _____ skills.
A. spatial
B. intrapersonal
C. bodily-kinesthetic
D. interpersonal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
8-15
40. (p. 265) Gardner's newest proposed type of intelligence is:

A. intrapersonal.
B. interpersonal.
C. existentialist.
D. spatial.
APA Outcome: 1.1

APA Outcome: 1.2
41. (p. 265) The term that Goleman, Salvoy, and Mayer use for the ability to perceive, express,
understand, use, and manage feelings is:
A. interpersonal intelligence.
B. emotional intelligence.
C. social intelligence.
D. practical intelligence.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Emotional Intelligence
42. (p. 266) Critics of emotional intelligence argue that:

A. it broadens the concept of intelligence too widely.
B. it can't be assessed and researched.
C. it favors girls and women.
D. emotion is based on temperament, not intelligence.
APA Outcome: 1.1

APA Outcome: 1.2
8-16
43. (p. 266) Sternberg's and Gardner's theories of intelligence are alike in that both:
A. stress the ability to adapt to novel situations.
B. include one or more categories related to social intelligence.
C. hypothesize a single-factor theory of intelligence.
D. stress the ability to quickly identify and remember patterns.
APA Outcome: 1.1

APA Outcome: 1.2
44. (p. 266) Critics of multiple intelligences argue that:

A. it focuses too heavily on gross motor skills.
B. it focuses too heavily on logical reasoning skills.
C. the classifications are too arbitrary.
D. students from diverse backgrounds are excluded.
APA Outcome: 1.1

APA Outcome: 1.2
45. (p. 266) According to Nathan Brody, abstract reasoning, the capacity to acquire knowledge,
and problem-solving ability comprises:
A. specific intelligence.
B. general intelligence.
C. emotional intelligence.
D. nonverbal intelligence.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Intelligence
8-17
46. (p. 266) Some experts who support the notion of general intelligence believe that people also
have specialized abilities such as spatial and mechanical skills. These skills comprise:
A. specific intelligence.
B. general intelligence.
C. emotional intelligence.
D. nonverbal intelligence.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Intelligence
47. (p. 267) Which part of the brain is MOST linked with high intelligence?
A. prefrontal cortex
B. temporal lobe
C. occipital lobe
D. hippocampus
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Neuroscience of Intelligence
48. (p. 267) Einstein's total brain size was

A. average.
B. below average.
C. above average.
D. Einstein's brain was never measured.
APA Outcome: 1.2

Difficulty Level: Difficult
Topic: Neuroscience of Intelligence
8-18
49. (p. 268) The portion of the variance in a population that is attributed to genes is known as:
A. genotype.
B. genetic mapping.
C. the Flynn effect.
D. heritability.
APA Outcome: 1.1

APA Outcome: 1.2
Learning Objective: 08-02 Outline key controversies about differences in IQ scores
Topic: Genetic Influences
50. (p. 268) What is the heritability of intelligence?

A. .50
B. 1.00
C. .75
D. .25
APA Outcome: 1.1

APA Outcome: 1.2
51. (p. 269) In one study, the amount parents communicated with their children was _____
correlated to Stanford-Binet IQ scores.
A. positively
B. negatively
C. not
D. inversely
APA Outcome: 1.2

Topic: Environmental Influences
Topic: Infants
8-19
52. (p. 269) Rapidly increasing IQ test scores around the world point to the influence of
environmental factors. This phenomenon is called the:
A. media effect.
B. Flynn effect.
C. Chapel Hill effect.
D. information effect.
APA Outcome: 1.2

53. (p. 268-269) In the nature versus nurture debate regarding intelligence, it is safe to say that
intelligence:
A. is 50 percent biological and 50 percent environmental.
B. has a strong genetic influence but may be significantly influenced by environmental
conditions.
C. is solely influenced by environment.
D. is randomly acquired.
APA Outcome: 1.1

APA Outcome: 1.2
54. (p. 269-270) Which of the following children would benefit MOST from a high-quality early
intervention that includes education, parenting programs, and support services?
A. children living below the poverty line
B. children with access to excellent schools, books, and travel
C. children whose parents have a bachelor's degree
D. children with high IQ
APA Outcome: 1.2

Topic: Early Childhood
8-20
55. (p. 270) Which of the following statements is NOT true about early intervention programs?
A. The effects are strongest for poor children.
B. The benefits are no longer present after elementary school.
C. High-quality center-based interventions improve intelligence and school achievement.
D. The effects are strongest for children whose parents have little education.
APA Outcome: 1.2

56. (p. 271) Cross-cultural studies have indicated that _____ and _____ intelligence can develop
independently and may even conflict with each other.
A. general; specific
B. analytical; creative
C. practical; academic
D. crystallized; fluid
APA Outcome: 1.2

Topic: Cross-Cultural Comparisons
57. (p. 271) What is the BEST explanation for why minorities achieve lower scores on IQ tests?
A. environment
B. heredity
C. racism
D. unfair scoring
APA Outcome: 1.2

Topic: Cultural Bias in Testing
8-21
58. (p. 271) Many intelligence tests are biased because they:
A. test predominantly nonverbal skills.
B. use standardized administration procedures.
C. reflect the cultures of some test takers more than others.
D. use only standardized test items familiar to all test takers.
APA Outcome: 1.1

APA Outcome: 1.2
59. (p. 271) Which of the following is the BEST example of a culturally fair test question?
A. "Why do farmers use tractors?"
B. "What should you do if you find a 3-year-old child in the street?"
C. "Why do individuals buy automobile insurance?"
D. "How is a cat and a dog alike?"
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
60. (p. 271) Which of the following would typically not be considered in the development of a
culturally fair test?
A. ethnic background
B. socioeconomic status
C. family structure
D. language differences
APA Outcome: 1.1

APA Outcome: 1.2
8-22
61. (p. 271) On average, how do African American and Latino children score on IQ tests when
compared to children from non-Latino White families?
A. There is no significant difference in scores.
B. 10 to 15 points higher
C. 10 to 15 points lower
D. 20 to 25 points lower
APA Outcome: 1.2

Topic: Ethnic Comparisons
62. (p. 272) What are the five components of the Bayley Scales of Infant Development?
A. resilience, attention, self-regulation, perception, and adaptive
B. self-control, interactivity, language, attention, and social
C. cognitive, language, motor, socioemotional, and adaptive
D. motor, temperament, communication, visual patterning, and interaction
APA Outcome: 1.2

Learning Objective: 08-03 Discuss the development of intelligence across the life span
Topic: Infancy
Topic: Tests of Infant Intelligence
63. (p. 272) On the Bayley mental scale, 6-month-old Joshua should be able to:
A. vocalize pleasure and displeasure.
B. inhibit behavior when directed to do so.
C. imitate words the examiner says.
D. respond to simple requests such as lifting his arm.
APA Outcome: 1.2

Topic: Infancy
8-23
64. (p. 273) The Fagan test uses the amount of time an infant looks at a _____ compared with the
amount of time he/she looks at a _____ to estimate intelligence.
A. familiar object; new object
B. face; black and white pattern
C. animal; human
D. parent; stranger
APA Outcome: 1.2

Topic: Infancy
65. (p. 273) Baby Camille is given a series of pictures to look at. Some of these pictures she has
seen before and others are new. The amount of time she spends looking at each picture is
calculated to measure her intelligence. What test is being given?
A. Fagan test
B. Apgar Scale
C. Bayley Scale
D. DQ test
APA Outcome: 1.2

Topic: Infancy
66. (p. 272) By Ken's first birthday, he should be able to do all of the following EXCEPT:
A. imitate words an examiner says.
B. respond to simple requests.
C. jump rope for 1 minute.
D. inhibit behavior when commanded to do so.
APA Outcome: 1.2

Topic: Infancy
8-24
67. (p. 273) Which if the following is NOT a characteristic seen in infants that correlate with
intelligence?
A. habituation
B. selective attention
C. preference for novelty
D. attachment
APA Outcome: 1.2

Topic: Infancy
68. (p. 274) In one study, the correlation coefficient of measured IQ at ages 8 and 10 was .88.
This shows a _____ correlation.
A. strong inverse
B. strong positive
C. weak inverse
D. weak positive
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Stability and Change in Intelligence Topic
69. (p. 274) Dr. Smith is conducting a research study on intelligence. He gathers samples of 5-,
10-, 15-, and 20-year-old participants and compares their results on an IQ test. What type of
research is Dr. Smith conducting?
A. cross-sectional
B. longitudinal
C. correlational
D. naturalistic-observation
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Fluid and Crystallized Intelligence
8-25
70. (p. 274) Dr. Anderson is interested in how attention changes with age. He gathers a sample
of 5-year-olds and tests them twice a year until they are 30. What type of study is Dr.
Anderson conducting?
A. cross-sectional
B. longitudinal
C. correlational
D. naturalistic observation
APA Outcome: 1.1

APA Outcome: 1.2
71. (p. 274) According to John Horn, an individual's accumulated information and verbal skills
comprise _____ intelligence.
A. fluid
B. crystallized
C. abstract
D. specific
APA Outcome: 1.1

APA Outcome: 1.2
72. (p. 274) According to John Horn, the ability to reason abstractly is _____ intelligence.
A. fluid
B. naturalistic
C. crystallized
D. specific
APA Outcome: 1.1

APA Outcome: 1.2
8-26
73. (p. 274) John Horn believes that _____ intelligence continues to increase throughout the life
span, whereas _____ intelligence begins to decline in middle adulthood.
A. analytical; practical
B. specific; general
C. crystallized; fluid
D. fluid; crystallized
APA Outcome: 1.1

APA Outcome: 1.2
74. (p. 274) The verbal section of the Wechsler IQ tests is most closely related to the concept of
_____ intelligence, while the performance section is closely related to _____ intelligence.
A. analytical; practical
B. specific; general
C. crystallized; fluid
D. fluid; crystallized
APA Outcome: 1.2

75. (p. 274) A reasonable explanation for why 40-year-olds and 60-year-olds show differences in
intelligence test scores is due to:
A. secular trends.
B. cohort effects.
C. declining IQ with age.
D. biases in IQ testing.
APA Outcome: 1.2

Topic: Late Adulthood
8-27
76. (p. 275) According to the Seattle Longitudinal Study, middle age is a time of:
A. peak performance for vocabulary.
B. great decline for inductive reasoning.
C. moderate decline for spatial abilities.
D. increased mathematical abilities.
APA Outcome: 1.2

Topic: Middle Adulthood
Topic: Seattle Longitudinal Study
77. (p. 275-276) An adult in middle age will do MOST poorly on which of the following tasks?
A. test of vocabulary
B. completing a crossword puzzle
C. hitting the brakes when the light turns red
D. lifting a box that weighs 20 pounds
APA Outcome: 1.2

78. (p. 275-276) When Schaie assessed intellectual abilities cross-sectionally and longitudinally,
which two abilities declined in middle age?
A. vocabulary and verbal memory
B. numerical ability and perceptual speed
C. inductive reasoning and spatial orientation
D. fluid and crystallized intelligence
APA Outcome: 1.2

8-28
79. (p. 276) According to Baltes, the "hardware" or neurophysiological architecture of the brain
is called:
A. cognitive mechanics.
B. cognitive pragmatics.
C. crystallized structures.
D. fluid structures.
APA Outcome: 1.2

Topic: Cognitive Mechanisms and Pragmatics
80. (p. 276) According to Baltes, the culture-based "software programs" of the mind are called:
A. cognitive mechanics.
B. cognitive pragmatics.
C. crystallized structures.
D. fluid structures.
APA Outcome: 1.2

81. (p. 276) According to Baltes, __________ decline with age, whereas __________ may
actually improve.
A. crystallized structures; fluid structures
B. fluid structures; crystallized structures
C. cognitive mechanics; cognitive pragmatics
D. cognitive pragmatics; cognitive mechanics
APA Outcome: 1.2

8-29
82. (p. 276) According to Baltes, expert knowledge about the practical aspects of life that
permits excellent judgment about important matters is called:
A. enlightenment.
B. wisdom.
C. proficiency.
D. competence.
APA Outcome: 1.2

Topic: Wisdom
83. (p. 276) According to research, wisdom is:

A. highly correlated with cognitive factors such as intelligence.
B. most frequently displayed by older adults.
C. focused on life's pragmatic concerns.
D. characterized by self-understanding and self-concern.
APA Outcome: 1.2

Topic: Wisdom
84. (p. 276) Leonard has had varied life experiences and learned much from judicious mentors.
He volunteers with disadvantaged youth and is open to new adventures. Baltes and associates
would say that Leonard displays:
A. plasticity.
B. life intelligence.
C. a pragmatic aptitude.
D. wisdom.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Wisdom
8-30
85. (p. 277) Which of the following factors contributes the MOST to a person's level of
wisdom?
A. age
B. intelligence
C. life experience
D. personal happiness
APA Outcome: 1.2

Topic: Wisdom
86. (p. 278) Which of the following is true regarding Ardelt's (2010) study on wisdom?
A. His measure included an affective scale, a reflective scale, and an experience scale.
B. Overall there were no differences found between college-age and older adults.
C. Older adults always scored higher than college-age adults.
D. College-age adults scored higher than older adults.
APA Outcome: 1.2

Topic: Wisdom
87. (p. 278) Which of the following is NOT a component of the definition of intellectual
disability?
A. support category scores below 80
B. IQ score of 70 or below
C. deficits in adaptive behavior
D. characteristics must be apparent before the age of 18
APA Outcome: 1.2

Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity
Topic: Intellectual Disability
8-31
88. (p. 278) Paul has an IQ of 71. He lives in his own apartment, has a job, and supports himself.
He has many friends, goes bowling, and eats out often. He has no difficulty adapting to
everyday life. According to the definition of intellectual disability, Paul has a(n) _____
intellectual disability.
A. organic
B. cultural-familial
C. moderate
D. severe
APA Outcome: 1.2

89. (p. 279) To be considered gifted, one needs an IQ of at least

A. 100.
B. 110.
C. 120.
D. 130.
APA Outcome: 1.2

Topic: Giftedness
90. (p. 279) An intellectual disability that is caused by a genetic disorder or by brain damage is
called _____ intellectual disability.
A. cultural-familial
B. organic
C. pervasive
D. profound
APA Outcome: 1.2

8-32
91. (p. 279) An intellectual disability in which no evidence of brain damage or genetic disorder
can be found is called _____ intellectual disability.
A. cultural-familial
B. organic
C. pervasive
D. environmental
APA Outcome: 1.2

92. (p. 279) Cultural-familial intellectual disability normally results in a _____ form of
intellectual disability.
A. mild
B. moderate
C. severe
D. profound
APA Outcome: 1.2

93. (p. 279) Individuals with above-average intelligence or a superior talent are called:
A. gifted.
B. creative.
C. mastery oriented.
D. intrinsically motivated.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Giftedness
8-33
94. (p. 280) Most people who are academically gifted or who have a superior talent in some area
tend to be:
A. more mature and have fewer emotional problems than others.
B. taller and more physically coordinated than others.
C. emotionally disturbed.
D. introverted.
APA Outcome: 1.2

Topic: Giftedness
95. (p. 280) Terman found that gifted children:

A. have more frequent physical problems.
B. think and act impulsively.
C. are well adjusted and emotionally mature.
D. are well adjusted but physically frail.
APA Outcome: 1.2

Topic: Characteristics of Gifted Children
96. (p. 280-281) Giftedness is typically a product of which of the following?

A. heredity, high IQ, and luck
B. innate ability, family support, and years of training and practice
C. left handedness, expert mentoring, and high-income family
D. intrinsic motivation, extrinsic rewards, and creativity
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Life Course of the Gifted
8-34
97. (p. 282) Which of the following is NOT a characteristic that is typical of creative thinkers?
A. playful thinking
B. highly active inner censor
C. intrinsic motivation
D. willingness to take risks
APA Outcome: 1.2

Topic: Characteristics of Creative Thinkers
98. (p. 282) Lena incorporates surprising, unpredictable activities into her everyday life. She
keeps a fresh outlook by pursuing new interests each year and writing about them in her blog.
Lena's actions are helping her:
A. lead a more creative life.
B. become a gifted adult.
C. refine convergent thinking skills.
D. reduce risk-taking behaviors.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Creativity
99. (p. 282) The ability to think about something in novel and unusual ways and to come up with
unique solutions to problems is called:
A. spontaneity.
B. congruency.
C. elasticity.
D. creativity.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Creativity
8-35
100. (p. 282) Thinking that produces many answers to the same question is labeled:
A. prodigy.
B. giftedness.
C. convergent.
D. divergent.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Creativity
101. (p. 282) While traditional intelligence tests that measure IQ require convergent thinking,
creativity requires:
A. giftedness.
B. genius.
C. divergent thinking.
D. deliberate practice.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Creativity
102. (p. 282) What type of thinking do standardized tests in schools measure?
A. convergent
B. creative
C. divergent
D. analytical
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Creativity
8-36
103. (p. 282) Which of the following questions requires divergent thinking?
A. You are given two apples, three pears, and a banana. How many fruits do you have?
B. What is the capital of New Mexico?
C. What month has one extra day every 4 years?
D. What invention would most improve your daily life?
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Creativity
Short Answer Questions
104. (p. 262) How was IQ originally computed?
Mental age divided by chronological age multiplied by 100.
APA Outcome: 1.1

105. (p. 262-263) What are the three Wechsler tests and to what ages are they administered?
WISC-IV: 6 to 16 years
WAIS-III: over 16
WPPSI-III: 2 years, 6 months to 7 years, 3 months.
APA Outcome: 1.1

APA Outcome: 1.2
8-37
106. (p. 263) Why should results from IQ tests be used with caution?
Scores can create stereotyped (positive and negative) thinking in others and lead to false
expectations. This thinking can change how one is treated and then become a sort of self-
fulfilling prophecy.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
107. (p. 264) Describe the three main types on intelligence in Sternberg's Triarchic theory.
Analytical intelligence: This refers to the ability to analyze, judge, evaluate, compare, and
contrast.
Creative intelligence: This refers to the ability to create, design, invent, originate, and
imagine.
Practical intelligence: This involves the ability to use, apply, implement, and put ideas into
practice.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
8-38
108. (p. 264-265) List four of Gardner's eight types of intelligence.
1. verbal
2. mathematical
3. spatial
4. bodily kinesthetic
5. musical
6. interpersonal
7. intrapersonal
8. naturalistic
APA Outcome: 1.1

APA Outcome: 1.2
109. (p. 265-266) What is emotional intelligence?
The ability to perceive and express emotion accurately and adaptively (such as taking the
perspective of others), to understand emotion and emotional knowledge (such as
understanding the roles that emotions play in friendship and marriage), to use feelings to
facilitate thought (such as being in a positive mood, which is linked to creative thinking), and
to manage emotions in oneself and others (such as being able to control one's anger).
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
8-39
110. (p. 268) Describe two flaws of the heritability intelligence index for intelligence.
1. The data are virtually all from traditional IQ tests, which are not necessarily accurate
indicators of intelligence.
2. Genetics and environmental factors cannot be separated.
APA Outcome: 1.2

APA Outcome: 4.1
111. (p. 268-270) What can we safely say about the nature versus nurture debate regarding
intelligence?
Intelligence is strongly influenced by biology but can be significantly impacted by

environmental factors as well.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
112. (p. 269) What is the Flynn effect?
The Flynn effect is the worldwide increase in intelligence scores that is likely due to increased
exposure to education.
APA Outcome: 1.2

APA Outcome: 4.1
8-40
113. (p. 271) What is an example of a culture-fair question?
Answers will vary
APA Outcome: 1.1

APA Outcome: 1.3
APA Outcome: 4.1
114. (p. 272-273) What are the five areas assessed by the Bayley Scales of Infant Development?
1. cognitive
2. language
3. motor
4. socioemotional
5. adaptive
APA Outcome: 1.2

Topic: Infancy
115. (p. 273) What does the Fagan test measure?
The Fagan test measures the amount of time babies spend looking at new objects compared
with the amount of time they spend looking at familiar objects to estimate their intelligence
(habituation and dishabituation).
APA Outcome: 1.2

APA Outcome: 4.1
Topic: Infancy
8-41
116. (p. 274) Distinguish between crystallized intelligence and fluid intelligence, and explain
how they change in middle adulthood.
Crystallized intelligence is an individual's accumulated information and verbal skills. This

type of intelligence continues to increase in the middle adulthood years.
Fluid intelligence is one's ability to reason abstractly. This type of intelligence declines in the
middle adulthood years.
APA Outcome: 1.1

APA Outcome: 4.1
Blooms Taxonomy: Analyze
117. (p. 276) Define Baltes's concepts of cognitive mechanics and pragmatics and explain any
effects of aging.
Cognitive mechanics are the "hardware" of the mind and reflect the neurophysiological
architecture of the brain developed through evolution. Decline with aging is likely.
Cognitive pragmatics are culture-based "software programs" of the mind and may actually
improve with age.
APA Outcome: 1.2

APA Outcome: 4.1
118. (p. 278) Describe the three components in the definition of intellectual disability.
IQ of 70 or below.
Deficits in adaptive behavior.
Characteristics must manifest before the age of 18.
APA Outcome: 1.2

8-42
119. (p. 280) Describe Winner's criteria of giftedness.
Precocity:
Gifted children begin to master an area earlier than their peers.
Learning in their domain is effortless.
They like marching to their own drummer.
Gifted children learn in a qualitatively different way than ordinary children.
They need minimal help from adults to learn.
They resist explicit instruction.
They possess passion to master.
Gifted children are driven to understand the domain in which they have high ability.
The display an intense interest and ability to focus.
APA Outcome: 1.2

Topic: Characteristics of Gifted Children
120. (p. 282) Compare convergent and divergent thinking.
Convergent: thinking that requires and produces a finite answer.

Divergent: thinking that requires and produces many different answers to the same question.
APA Outcome: 1.1

APA Outcome: 4.1
Blooms Taxonomy: Analyze
Topic: Creativity
121. (p. 282) What are the steps in the creative process?
Preparation, incubation, insight, evaluation, elaboration
APA Outcome: 1.2

Topic: Creativity
8-43
Another random document with
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thickened triradiate rod of specialised cuticle (Fig. 62); these fins,
however, do not run far down the body. As a rule the cuticle is quite
smooth, but it may be ringed, as in Filaria laticaudata and in F.
denticulata; and the rings may bear backwardly-projecting teeth.
The skin of Nematodes consists of three layers—(i.) the above-

mentioned cuticle, which is presumably secreted by (ii.) the sub-
cuticle or epidermis which underlies it; the latter surrounds in its turn
(iii.) the muscular layer.
The nature of the sub-cuticle is one of the debateable points in the

morphology of the Nematoda. No cell outlines have been detected in
it, although nuclei are scattered through it; it is in fact a syncytium, or
protoplasmic mass in which cell limits cannot be distinguished. Many
of the cells forming it have broken down into fibrils, and these form a
close meshwork, which is occasionally specialised, as, for instance,
round the nerve-cords. Along the median dorsal and ventral lines,
and along the lateral lines, this tissue is heaped up in such a way as
to divide the enclosed muscle-cells into four quadrants. These
thickenings surround dorsally and ventrally a specialised nerve-cord,
and laterally the excretory canals.
According to Jammes[155] this lack of differentiation in the sub-

cuticular layer is caused by the early appearance of the cuticle,
which he thinks is necessitated, at any rate in many of the parasitic
forms, by the action which the digestive juices of the host would
have on the otherwise unprotected body-wall.
Fig. 62.—A transverse section through the body of Ascaris transfuga
Rud., in the region of the oesophagus: a, the muscular
oesophagus with its triradiate lumen; b, the cuticle; c, the sub-
cuticle; d, the muscular layer; e, the lateral nerves running in the
lateral line; f, the excretory canal; g, the dorsal, and h, the ventral
nerve; i, the triradiate rod in the fin.
The nervous system, according to the same writer, is of the same

nature as this sub-cuticular tissue, only it is more differentiated, or
perhaps we should say it has retained more of the primitive cellular
character of the embryonic tissue. The fibres of the sub-cuticular
tissue are closely connected with the fibrils which compose the
spongioplasm (Fig. 64, d) of the muscles,[156] and form also the
sheaths of the various nerves; in fact the passage of these fibrils into
the nerves is so gradual that it is impossible to make any separation
between them.
The Nervous System.—The central organ of the nervous system is

the circumoesophageal ring which surrounds the pharynx, close to
the anterior end of the body, in A. megalocephala 1½ to 2 mm.
behind the mouth.[157] Ganglion cells are found in the ring, but they
are not numerous, and are chiefly aggregated round the points of
origin of the nerves.
Six short nerves, three on each side of the median line, run forward
from the ring, a pair of these ending in each of the three papillae
which surround the mouth.
Behind, the nerve-ring gives off six main nerve trunks, of which the
dorsal and ventral nerves are usually the largest. These run in the
median dorsal and ventral thickenings of the sub-cuticular tissue,
and are connected one with another by numerous fine lateral
branches running through the sub-cuticle.
Fig. 63.—Diagram of the nervous system at the two ends of the body in
Ascaris megalocephala Cloq., ♂ . (After Hesse.) a,
Circumoesophageal nerve-ring; b, opening of excretory ducts; c,
dorsal nerve; d, dorso-lateral nerve; e, ventro-lateral nerve
becoming the bursal nerve posteriorly; f, the ventral nerve; g,
cloacal opening; h, sub-cuticular nerves running from c to f; k,
spicules.
The lateral nerves, which consist of two or four bundles, one or two
lying dorsal and one or two ventral to each excretory canal, have a
double origin. The dorsal branches arise directly from the nerve-ring,
and at their point of origin there is a considerable accumulation of
ganglion cells, from which two commissures on each side run into
the ventral nerve (Fig. 63, f). The ventral branches arise from the
ventral nerve-cord immediately in front of the excretory pore. At the
posterior end the lateral nerves pass into the two branches into
which the ventral nerve divides. Just before the point where the
ventral nerve splits it swells out into an anal ganglion situated just in
front of the anus. In the male[158] this anal ganglion gives off two
lateral nerves which pass round the cloaca and form a ring, and in
this sex the ventro-lateral nerve, which is much strengthened by
fibres from the ventral nerve, and has received, owing to the
mistaken impression that it was a special nervus recurrens, the
name of the "bursal nerve," gives off numerous branches to the
sense papillae which are found in this region of the body and on the
tail. The arrangement of these parts is shown in Fig. 63.
Sense organs are but poorly developed in the Nematoda, as is usual

in animals which are, as a rule, either parasitic or live underground.
Eyes, consisting of masses of dark pigment with or without a lens,
occur in the neighbourhood of the circumoesophageal nerve-ring in
some free-living forms. Leuckart described as possible auditory
organs certain giant-cells lying near the orifice of the excretory ducts.
Later research has shown these cells to have some phagocytic
action on the contents of the body-cavity. The chief sense organs are
the papillae, of which in A. megalocephala there are two kinds, the
lip papillae being distinguished from the genital papillae by the fact
that the nerve supplying them ends in a fine point and pierces the
cuticle in the former case, whilst in the latter it swells out into an
"end-organ," which is always covered by a layer of cuticle, though
sometimes by a very thin one.
Muscular System.—The muscular system is one of the most

characteristic features of the Nematoda, both as regards the
histology of the muscle-cells and the way in which the cells are
arranged.
Each muscle-cell is of considerable size, and is of the shape of a

somewhat flattened spindle produced into a process near the middle.
Each end of the spindle cell is said to be continuous with the fibrils of
the sub-cuticular layer.[159] The muscle-cell consists of two portions,
a contractile part which lies next the sub-cuticle, and which usually,
to some extent, wraps round the second or medullary half. The latter
consists of a fibrillar spongioplasm, in the meshes of which lies a
clear structureless hyaloplasm. The nucleus always lies in the
medullary half.
The contractile portion consists of a number of columns, very

regularly arranged in two rows and close together, but allowing
sufficient space between adjacent columns for fibrils of the
spongioplasm to penetrate; and these become continuous with the
fibrils of the sub-cuticle, which is thus intimately connected with both
nervous and muscular systems.
The medullary portion of the cell varies greatly in size; it may stretch
far into the body-cavity, which may be thereby almost occluded, or it
may be flattened out, leaving a large space around the alimentary
canal. At one point, usually about its middle, it is produced into a
process, which bends inwards towards the dorsal or ventral nerve-
cord, and by means of this process the muscle receives its nerve
supply.
In most Nematodes there are numerous muscle-cells to be seen in

any transverse section, forming a layer within the sub-cuticle, and
broken up into four quadrants (Fig. 62) by the projection of the
dorsal, ventral, and lateral thickenings of the sub-cuticular tissue. In
some genera, however, such as Oxyuris, Strongylus, Pelodera,
Leptodera, etc., there are but eight muscle-cells in a row, two in each
quadrant. Such genera are classed together by Schneider,[160] and
termed Meromyarii (vide p. 137).
Fig. 64.—A, transverse section through the centre of a muscle-cell; B,

the same through a nerve fibre showing the sub-cuticular fibres
running into the sheath. (After Rohde.) a, Cuticle; b, sub-cuticular
fibres continuous with d; c, contractile columns; d, network of
spongioplasm; e, nucleus.
In addition to the characteristic muscles of the body-wall there are

others, such as those which move the spicules in the male, which
cross the body-cavity obliquely near the anus, and such as sphincter
muscles near the latter orifice, which have not the characteristic
arrangement of contractile and medullary parts described above.
The Body-Cavity.—The skin of a Nematode, as described above,
contains most of the important organs of the body within its
thickness. The chief muscular system, the nervous system with its
sense organs, and the excretory organs are all embedded in or form
part of the skin, which in its turn encloses a cavity—the body-cavity
—in which the other two systems of organs which are found in
Nematodes lie. These are the digestive system and the reproductive
system.
The body-cavity is continuous from one end of the animal to the

other, and is in no case divided up into compartments by the
presence of septa or mesenteries. It contains a coagulable fluid with
numerous corpuscles; this is, as a rule, colourless, but in Syngamus
trachealis Sieb. (Fig. 70), which lives on blood, the haemoglobin of
its host tinges it red, though the colour is said to disappear if the
parasite be isolated and starved.
The morphological nature of this body-cavity affords an interesting

problem. It is not a true coelom, such as exists in the earthworm,
since it is not surrounded by mesoderm, nor do the excretory organs,
with the possible exception of one or two genera, open into it, nor do
the generative cells arise from its walls. Essentially it is a space
between the mesodermic muscle-cells which line the skin and the
endodermic cells of the alimentary canal, and although in many of its
functions it resembles the coelom of other animals, its morphological
character is quite different.
There are no respiratory or circulatory organs in the Nematoda;

possibly the fluid in the body-cavity acts, to some extent, as a carrier
of oxygen, but from the inert and almost vegetative life of these
animals it seems probable that their respiratory processes are slow,
and in fact Bunge[161] has shown that Ascaris mystax, found in the
intestine of the cat, will live for four or five days in media quite free
from oxygen, and that A. acus from the pike will live and exhibit
movements in the same media for from four to six days.
The Digestive System.—The mouth of the Nematoda is usually
anterior and terminal, and is surrounded by from two to six projecting
lips, the most common number being three. These lips are well
provided with sense papillae. The mouth leads into an alimentary
canal, which with hardly an exception runs straight through the body
to the anus without twists or loops. The anus is usually placed
ventrally and is not terminal, but in Trichina and Trichocephalus it is
at the end of the body, and in Mermis, where the several parts of the
alimentary canal are said not to communicate, it is absent altogether.
Ichthyonema, Dracunculus, Allantonema, Atractonema, and other
Filariae are also aproctous.
The alimentary canal is divisible into three parts—(i.) the

oesophagus, (ii.) the intestine, and (iii.) the rectum. The suctorial
oesophagus is a very muscular, thick-walled tube, lined with cuticle
continuous with that which covers the body, and like it cast from time
to time. Its lumen is usually much reduced, and is almost invariably
triangular or triradiate in section (Fig. 62). In many genera the hinder
end of the oesophagus is swollen into a muscular bulb, which is
armed with teeth in Heterakis, Oxyuris, Pelodera, Leptodera, etc.
Other species, such as Tylenchus, Aphelenchus, Dorylaimus, are
armed with a spear, which in Onyx,[162] a genus recently described
and allied to the last named, is borne on a special bulb. The use of
the spear is to pierce the tissue upon the juices of which the animal
lives. A gland lies embedded in the thick walls of the oesophagus,
and opens into its lumen by a fine tube. This was first described by
Schneider[163] in A. megalocephala, and more recently it has been
found by Hamann[164] in a number of Ascaridae and Strongylidae
from the Adriatic, and also in Lecanocephalus.
With a few exceptions, such as Mermis, where it is blind, the

oesophagus opens posteriorly into the intestine. This is a somewhat
flattened tube, whose shape and position are often altered by the
development of the generative organs. Its wall consists of a single
layer of columnar cells, with large nuclei coated internally and
externally by a layer of cuticle. The inner layer of cuticle is usually
perforated by very numerous minute pores. In some species the
intestine is degenerate, in Mermis it is a closed tube opening neither
into the oesophagus nor into the rectum; in Trichina spiralis and in
the larva of Tylenchus tritici it consists of a single row of cells
perforated by a duct, but in the adult of the last named there are
many cells in a transverse section.
Fig. 65.—A longitudinal section through the body of Strongylus filaria

Rud. (From O. Augstein.[165]) A portion of the body, on each side
of the excretory pore, is seen in optical section. a, Mouth; b,
oesophagus; c, intestine; d, excretory canal; e, excretory pore,
and the opening of the poison glands, i; f, circumoesophageal
nerve-ring; g, ventral nerve; h, dorsal nerve; i, unicellular poison
glands; k, ovary, with the ova separate; l, oviduct; m, uterus, the
first egg in the uterus is surrounded by spermatozoa; n, opening
of uterus; o, inner end of ovary with the ova undifferentiated.
In some genera, Leptodera and Pelodera, the lumen of the intestine

at any one level is bounded by two horseshoe-shaped cells, but by
far the commonest arrangement is a tube formed of fairly numerous
columnar cells crowded with granules and with large nuclei.
The rectum is usually short; its cuticular lining, like that of the
oesophagus, is cast at intervals. At its anterior end there is usually a
sphincter muscle, and its walls are divaricated by muscular strands
which run from it to the body-wall. The anus is a transverse slit,
which in the male Strongylidae is surrounded by a funnel-shaped
membrane.
The food of Nematodes seems to be almost entirely fluid, and

consists, at any rate in the parasitic forms, of the elaborated juices of
their hosts. Little is known about the nutriment of the free-living
forms.
The Excretory System.—The excretory organs are peculiar, and,

like many other Nematode structures, do not fall readily into line with
what is known of similar organs in other animals. They consist of two
canals embedded in the lateral thickenings of the sub-cuticular
tissue. The canals end blindly behind, but near the anterior end of
the body they bend inwards, and after uniting, open by a common
pore situated in the middle ventral line, a little way behind the mouth.
The lateral canals are in some cases continued in front of the
transverse branch, and they then end blindly in the head. The walls
of these canals consist of an internal, structureless, refractive layer
surrounded by a granular layer with nuclei. They contain a fluid, but
nothing is known of its composition.
An interesting divergence from the usual form of excretory organ has

been described by Hamann[166] in the genus Lecanocephalus. Here
there is only one canal, the right; anteriorly this bends towards the
ventral surface and opens by a small median pore close behind the
nerve-ring. Posteriorly the canal does not extend much beyond the
middle of the body, where it forms a coiled mass, and diminishing in
size, opens into the body-cavity. The same author also states that
both canals in Dochmius have a similar internal opening; these
observations, if confirmed,[167] show a conformity to the ordinary
structure of excretory organs which was not supposed to exist in the
lateral canals of the Nematoda.
The Reproductive Organs.—With the exception of the genera

Angiostomum, Pelodytes, and of Rhabdonema nigrovenosum, which
are physiologically hermaphrodite and self-impregnating, the
Nematodes have separate sexes. The males are, as a rule, smaller
than the females, and may usually be distinguished by the posterior
end of the body being curved towards the ventral surface; a genital
bursa, and one or more spicules are often found in this sex. Further,
the position of the genital opening differs; in the male the vas
deferens opens on the ventral surface of the rectum close to the
anus, but the oviduct in the female opens in the ventral middle line,
usually near the middle of the body, but sometimes close behind the
excretory pore, or in some Strongylidae just in front of the anus. The
tail of the male bears very numerous papillae, which are of
considerable systematic importance.
Fig. 66.—Ascaris lumbricoides Cloq. ♂, natural size, cut open along the
dorsal middle line. a, Oesophagus; b, intestine; c, testis; d, vas
deferens; h, lateral excretory canals.
With rare exceptions, e.g. Filaria attenuata, where it is double, the

male reproductive organ consists of a single tube divisible into a
testis proper, a vas deferens, a vesicula seminalis, where the
spermatozoa are stored up, and a ductus ejaculatorius. The tube
stretches through the body in a straight line in the small free-living
forms, but is thrown into loops and coils in the larger parasitic
Nematodes. Within the testis the mother-cells of the spermatozoa
are attached to a rhachis or axial cord; the mother-cells divide, and
their products ultimately form spermatozoa. The latter have a very
peculiar shape; in accordance with the universal absence of cilia in
the Nematoda the spermatozoon has no flagellum, and at first
consists of a spherical nucleated cell, on one side of which a cap or
covering of some refractive substance appears. The cap elongates
and becomes conical, whilst the protoplasmic portion of the
spermatozoon throws out pseudopodia and becomes amoeboid, but
ultimately rounds itself off again. The spermatozoa do not attain
maturity until they reach the uterus of the female.
The internal female reproductive organs are, with few exceptions

(Trichina, etc.), double, but the vagina, which is lined with cuticle
continuous with that covering the body, is always single. They are
usually much coiled, and may be divided into ovary, oviduct, and
uterus. The ova arise from a polynucleated mass of protoplasm or
syncytium (Fig. 65, o) at the upper end, and acquire distinctness as
they approach the oviduct. Fertilisation takes place in the uterus, but
the segmentation may not begin until some time after the eggs are
laid; in Dochmius, however, it is well advanced at this period, and in
many genera, e.g. Pseudalius, Trichina, Dracunculus, etc., the whole
development of the larva takes place in the body of the mother.
Fig. 67.—Ascaris lumbricoides Cloq. ♀, natural size, cut open along the
median dorsal line to show the internal organs. a, The muscular
oesophagus; b, the intestine; c, the ovary; d, the uterus; e, the
vagina; f, the external opening; h, the excretory canals; i, their
opening.
Embryology.—The eggs of many of the parasitic forms require a

considerable degree of warmth to develop. Those of Ascaris
lumbricoides require a temperature of 20° C., those of
Trichocephalus 22.5° C., and those of Oxyuris vermicularis, 40° C.
The latter develop in a few hours, the eggs of Dochmius in a few
days, whilst those of A. lumbricoides take weeks or even months,
and the young of Trichocephalus seldom develop within a year.[168]
The ova only develop in a damp atmosphere, and they can be
arrested at almost any stage, and for considerable periods, by
desiccation.
Our knowledge of the processes by which the fertilised egg-cell

develops into the larva is very imperfect. As a rule the segmentation
is complete and equal; it results in the formation of a blastula, which
may take the form of a hollow sphere of cells—A. megalocephala—
or the cavity may be reduced, and the blastula may consist of a
double-layered plate, as in Cucullanus.[169] The distinction into cells
which will form the three embryonic layers, the ectoderm, mesoderm,
and endoderm, is very early evident,—in the eight-cell stage. By the
growth of one side of the blastula and the tucking in of the other the
blastula becomes converted into a gastrula, which is a two-layered
stage with a cavity opening to the exterior by a pore termed the
blastopore. In Nematodes the blastopore is elongated and slit-like; it
either forms the mouth (Cucullanus) or closes from behind forwards,
the mouth ultimately arising at the point where the blastopore finally
closed (Rhabdonema nigrovenosum). The mesodermal cells lie
between the ectoderm and the endoderm; they ultimately develop
into the muscles of the body-wall, the lateral excretory canals, and
the reproductive organs; the last-named two systems arise each[170]
from a single cell. The nervous system arises from the ectoderm,
which also forms the sub-cuticle, and is turned in slightly at the
mouth and anus; the remainder of the alimentary canal develops
from the endoderm.
The post-embryonic development, which is very variable, and in

many cases very extraordinary, will be dealt with under the several
families.
Classification.—The classification of the Nematodes is a matter of

very considerable difficulty; their structure is unusually monotonous,
and, owing perhaps to their largely parasitic mode of life, they show
practically none of those external features which are so useful to the
systematist in other groups. Schneider in his Monograph divides the
group into three subdivisions—(i.) the Polymyarii, in which
numerous muscle cells are seen in a transverse section; (ii.) the
Meromyarii, in which only eight are seen, two in each quadrant; and
(iii.) the Holomyarii, in which the muscles are either not divided, or
only divided by longitudinal lines. This grouping has, however, to
some extent broken down, since Bütschli[171] and others have
shown that the third subdivision is founded on insufficient
observation, whilst the first two include, in different subdivisions,
Nematodes which are closely allied in all respects except as regards
their muscle cells.
The details of the life-history have been used by other writers as a

basis of classification. Linstow[172] enumerates fourteen distinct
modifications of the post-embryonic development (vide p. 159), and
Örley[173] has grouped these under three headings. The animals
which fall under each group to some extent resemble one another in
structure. Örley's groups are:—
(i.) Nematozoa.—Thread-worms with free larval life, the mature

forms being parasitic in animals. Enormous numbers of eggs are
produced, and the development is indirect. The genital organs are
complicated by many convolutions.
(ii.) Rhabditiformae.—Small, as a rule microscopic, thread-worms,

usually living free, but rarely parasitic. They become sexually mature
only in decomposing organic substances, or in earth saturated with
such substances. They live gregariously and do not produce
immense numbers of ova. The metamorphosis is slight, or is
complicated by sexual metamorphosis. The oesophagus has two
dilatations. The genital tubes are simple and not coiled.
(iii.) Anguillulidae.—Small microscopic thread-worms, with a free

existence in mould or water, throughout all stages. They produce
large eggs. They are provided with a caudal sucker and bristles,
sometimes with eyes and other structures characteristic of a free life.
Genital tube simple and not coiled.
The disadvantage of such a system is, that to accurately place a

specimen in its proper class we must be acquainted with its life-
history, and this is known in but few cases.
The determination of the species to which a Nematode belongs is a

matter of considerable difficulty. Amongst the more important
features for purposes of classification are the arrangement of the
muscles, the character of the tail in the male, especially when
papillae are present, the number and the size of the spicules, and
the arrangement of the lips and mouth-parts generally.
Cobb[174] has recently devised an ingenious formula in which

measurements of different parts of the body appear as percentages
of the whole length of the body. The nature of this will be understood
by reference to Fig. 68. Such a formula should, however, be used
with caution, since it rests on the assumption that the proportions of
the various parts of the body are constant in different individuals, and
it is by no means certain that this is the case.
Fig. 68.—Diagram to explain the descriptive formula used for

Nematodes. (From Cobb.) 6, 7, 8, 10, 6 are the transverse
measurements, while 7, 14, 28, 50, 88 are the corresponding
longitudinal measurements. The formula in this case is
7 14 28 50 88
6 7 8 10 6
The unit of measurement is the one-hundredth part of the length of the

worm. The measurements are therefore percentages of the
length.
The measurements are taken with the animal viewed in profile; the first
is taken at the base of the oesophagus, the second at the nerve-
ring, the third at the cardiac constriction, the fourth at the vulva in
females and at the middle in males, the fifth at the anus.
Taking everything into consideration, it has seemed advisable in the

following systematic account of the Nematoda to abandon the larger
groups, and to deal directly with the families. Claus distinguishes
seven of these, and the diagnoses given at the head of each are
mainly taken from his Grundzüge der Zoologie.[175]
I. Family Ascaridae.
Body rather stout. A dorsal and two ventro-lateral lips, bearing

papillae. Buccal cavity distinct, seldom provided with chitinous
armature. The oesophagus often has two dilatations. The tail of the
male is ventrally curved, and usually there are two horny spicules.
The Ascaridae are found in the intestines of their respective hosts.
Genera: Ascaris, Heterakis, Oxyuris, Nematoxys, Oxysoma, and

many others.
Von Linstow[176] enumerates over 250 species of Ascaris, of which it

will only be possible to mention here one or two. They are all
parasitic in Vertebrata.
A. lumbricoides Linn. is one of the largest known Nematodes ♂ = 4-6

in., ♀ = 10-14 in.; Figs. 66 and 67). It is a common parasite in man,
and has been found in the ox. It is now generally recognised as the
same parasite which inhabits the pig, and which Dujardin regarded
as specifically distinct, and named A. suillae. In the latter host,
however, it never attains the dimensions it does in man. It inhabits
the upper and middle parts of the small intestine, and has been
known to escape into the body-cavity and set up abscesses there, or
to make its way into the stomach, and to be voided through the
mouth. It is practically cosmopolitan in distribution, and is very
common in Japan—Baely found it in twenty-one out of twenty-three
post-mortems—and in Tonquin and tropical Africa. Heller[177] states
that no one is free from these worms in Finland, and they are
common wherever there is a plentiful water supply, as in the marshy
districts of Holland and Sweden. In Iceland alone they seem absent.
When examined alive they give off an irritating vapour which
seriously affects some observers, causing catarrhal symptoms,
which in Bastian's case lasted six weeks. The usual number found in
one host is small, one to six or eight, but cases are on record where
many hundreds occurred in one person.
The details of the life-history of this form are not yet completely
worked out. The eggs leave the body of the host with the excreta,
and formerly it was thought they re-entered the alimentary canal in
drinking-water, etc., and there developed into the adult without
change of host. This view has been combated by Leuckart, who
failed to rear the Nematodes by direct feeding, and it has been
noticed that the youngest parasites found in the intestine are already
2 to 3 mm. long. Von Linstow has recently suggested that the larval
stages may be hatched out in the body of the millipede Julus
guttulatus, whose habits might easily lead it to eat the eggs of the
parasite in manured gardens, etc., and which is itself sometimes
unconsciously eaten when hidden in fruit or vegetables. This would
account for the frequent presence of the parasite in pigs, and also for
the fact that in man it is commonest in children who are apt to eat
windfalls, and in maniacs and people with perverted tastes.
A. megalocephala, which is found in the horse, ass, zebra, ox, etc.,

attains even greater dimensions than the foregoing. The male rarely
exceeds 7 inches in length, but the female sometimes reaches 17
inches. They are found in the small intestine of their hosts.
Cobbold[178] succeeded in rearing larvae which attained a high
degree of organisation when the eggs were placed amongst moist
horse-dung, and it seems probable that the larvae pass into the body
of their hosts in drinking water; at any rate no intermediate host has
yet been found, and Davaine, who fed cows, and Leuckart, who fed
horses with the unhatched eggs, both failed to infect the animals
they experimented on. A. mystax, which lives in cats, dogs, and
other Carnivora, has also been found in man. It is provided with fin-
like extensions on the side of its head (cf. Fig. 62), and varies much
in size in different hosts. When first found in man it received the
name of A. alata. It becomes sexually mature in about three weeks.
One of the most remarkable cycles of development amongst the

many curious life-histories met with amongst Nematodes, is that
presented by Rhabdonema (Ascaris) nigrovenosum. The free form of
this, formerly known as a distinct species, Rhabditis nigrovenosa,
lives in the excrement of frogs, and attains sexual maturity in a very
short time. The sexes pair, and the fertilised ova give rise to embryos
which hatch out within the body of the mother, and then begin to
devour her internal organs. After the destruction of the mother, the
embryos escape and live in water or slime, and sometimes burrow
into water snails, but they undergo no change until swallowed by a
frog. Then they make their way into its lungs and grow enormously,
attaining a length of almost an inch. This form, parasitic in the frog, is
a protandrous hermaphrodite, which first produces spermatozoa and
afterwards ova; the latter are fertilised by the spermatozoa, and give
rise to rhabditiform embryos, which escape by the alimentary canal
and form the free-living sexual stage mentioned above. Thus in the
life-history of this form we find an alternation of generation, a sexual
free-living form alternating with a hermaphrodite parasitic form.
Of the enormous number of other species of the genus, only a very

few can be mentioned. A. transfuga Rud. inhabits bears; A.
leptoptera Rud., lions; A. ferox H. and Ehrbg., Hyracoidea; A.
depressa Rud., vultures; A. rubicunda Schn., pythons; A. sulcata
Rud., turtles; A. mucronata Schn., the cod and pike; A. incurva Rud.,
the sword-fish.
Fig. 69.—A male and female Oxyuris diesingi Ham. in copula, × 60. a,
Anus; b, oesophagus; c, bulb; d, testis; e, intestine; f, ovary. (From
Galeb.[179])
Oxyuris is Meromyarian (see p. 137), and is characterised by the

long capillary tail of the female. It includes another human parasite,
O. vermicularis, and it is one which it is difficult to get rid of. The
female has the characteristic tail and is about 10 mm. long. The male
is smaller. They are found in the caecum and rectum of man, and
cause great irritation and sometimes serious functional disturbance.
The eggs are laid in immense numbers but perish in water. If whilst
still in the egg-shell the larvae are swallowed on fruit or raw
vegetables, etc., they are set free in the stomach and small intestine
by the action of the digestive secretions. The distribution of this
parasite is universal. Besides numerous species that inhabit the
alimentary canal of Vertebrates, such as O. ambigua Rud., found in
hares and rabbits; O. curvula Rud., in the caecum of horses; O.
megatyphlon Rud., in iguanas; several species inhabit the rectum of
insects, such as O. blattae, O. diesingi, O. blatticola, found in the
cockroach; O. spirotheca, and O. hydrophili in the water beetle
Hydrophilus.[180]
The genus Nematoxys has the most complex arrangement of

muscles of any Meromyarian, and forms a transition to the
Polymyarian type. The whole body of both sexes is covered with
numerous irregularly scattered papillae. The members of this genus
have hitherto been found in snakes, Amphibia, and eels; there are
but few species.
Oxysoma is another small genus with but three species, found in the
intestines of opossums, frogs, and turtles respectively.
II. Family Strongylidae.

Mouth surrounded by papillae; an armature of teeth or spines often
present. The chitinous lining of the intestine projects into the interior
as ridges. No oesophageal bulb. The male orifice at the posterior
end of the body is surrounded by a bell-shaped bursa.
Genera: Eustrongylus, Strongylus, Dochmius, Sclerostomum,

Cucullanus, Syngamus, Pseudalius, Ollulanus, and others.
The genus Eustrongylus includes two species, E. gigas Rud. and E.

tubifex Nitsch. The former attains in the female the gigantic length of
860 mm., with a breadth of 7 mm. and a weight of over 40 grs.[181]
The male is a quarter to a third as long as the female. This parasite
inhabits the kidney capsules of carnivorous animals, especially of
those that eat fish, such as dogs, seals, etc., and has occasionally
been found in man, the horse, and the deer. It frequently destroys
the substance of the kidney. The worms are red in colour. The eggs
die when exposed to desiccation for a few days, but have been kept
alive for fifteen months in water; it is believed by Schneider and
Leuckart that they are eaten by fish, and that the larvae form the
Filaria cystica found in the peritoneal membrane of the fishes
Galaxias scriba and Symbranchus laticaudatus, and that they pass
into their final host, where they become sexually mature, by the latter
eating raw fish. E. tubifex is found in aquatic birds, e.g. ducks,
grebes, and divers, etc.
The genus Strongylus is easily recognised by its conspicuous genital

bursa, strengthened by variously arranged ridges which are of
specific value. There are numerous species, found in man and many
other mammals, and also in birds and reptiles. Some species inhabit
the intestine, others form aneurisms in the large blood-vessels, and
cause considerable mortality amongst horses; others live in the
tracheae and lungs of cattle and sheep, their presence often causing
great loss to the farmer. No intermediate host has been satisfactorily
demonstrated; the larvae live in damp earth, and it seems almost
certain that they pass directly into their host with its food.

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6. (p. 262) Who developed the concept of mental age?

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8. (p. 262) Who coined the term "intelligence quotient"?

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16. (p. 263) IQ scores should be considered with caution because:

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19. (p. 263) To be effective, IQ scores should be:

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20. (p. 264) Who proposed the triarchic theory of intelligence?

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40. (p. 265) Gardner's newest proposed type of intelligence is:

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42. (p. 266) Critics of emotional intelligence argue that:

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44. (p. 266) Critics of multiple intelligences argue that:

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48. (p. 267) Einstein's total brain size was

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50. (p. 268) What is the heritability of intelligence?

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