Intelligence
ha
C H AP A P TE T E R O V ER E R V IE IE W
id rs ti es us idio idio th re nfami famili liar ar to some some read reader ers. s. If th eani eaning ng of an of th foll follow owin in word words, s, phra phrase ses, s, or expr expres essi sion on in th cont contex ex in hich hich th pe in th text text re to ge 304-305 p a rk rk e d eb e b a te te ; d u m bf bf ou ou n d for an explan explanati ation: on: s pa e d s la la n o f b r a nncc e s tr tr ee ee t s m ar ar t a ddoo le le sc sc en en t h o
atte attemp mpts ts to defi define ne an meas measur ur inte intell llig igen ence ce Chap Chapte te 11 is us heth heth inte intell llig igen en is si gl ge ra abil abilit it or seve severa ra spec specif ific ic on ones es as el as rese resear arch ch that that gence. It also also desc descri ribe be th hist histor oric ical al orig origin in of inte intell lliirn hich hich inte intell llig igen ence ce test test
ar cons constr truc ucte te
an
11 question tion begi begi on
C H A PT PT E
ge
h e s ho ho u d e
whet whethe he
pt ls xplo xplore re th st bili bility ty of inte intell llig ig nc nd th exte extent nt of gene geneti ti an envi enviro ronm nmen enta ta infl influe uenc nces es on intelligence.
98
n te te l g en e n ce c e ? (pp. 431--442)
q u k -w -w i e d
h ey ey da da y
Obje Object ctiv iv 1:Discu 1:Discuss ss th diff diffic icul ulty ty of defi defini ning ng inte intell lliigenc gence, e, an expl explai ai ha it eans eans to "rei "reify fy inte intell lliigence." . P agre agre on
defi defini niti tion on of inte intell llig igen ence ce
rega regard rd
R EV E V IE IE W
Firs First, t, skim skim each each sect sectio ion, n, no noti ting ng head headin ings gs an
o f o th th e
bstr bstr
nc
ncre ncrete te ntit ntit
bo bold ldfa face ce e i concept. In ny
rs
to re ie continuing.
rere rere
th se tion tion in th te tb ok
or
5.
nt
t, inte intell llig ig nc
ontr ontr vers vers genc genc cent center er on
re
rdin rdin
be th
fi
ture ture of inte intell llii-
heth hether er inte intell llig igen ence ce is on rs
284
Chapt Chapter er 11 Intel Intelli lige genc nc
bjec bjecti tive ve Pres Presen en argu argu ents ents fo an agai agains ns conconside sideri ring ng inte intell llig igen ence ce as on gene genera ra ment mental al abil abilit ity. y. 6. Th stat statis isti tica ca
roce roce ur
se
te
to iden identi tify fy gr up
as re
arle arle
ab lity lity
rman rman
rs
tech tech iq e, beli believ eved ed that that
ly 14
So
sych sychol ol gist gist
re co ld
ence ence ev lved lved
rc
tu
fo
rk
that that -yea -yearr- ld
st accu accura rate tely ly reco reco nize nize an
or easi easily ly made made frie frie ds an
s o
mana manage ge
beli believ ev that that
te
crit critic ical al part part of soci social al inte intell llig igen ence ce is
em
g S n c
edic edic
th
speci specific fic aspe aspects cts of intel intellig ligen ence. ce. . O
t)
achievement.
fact factor or call called ed g, or
,r
es ly
ener eneral al inte intell llii-
labe labe
effe effect ctiv ivel el
thei thei emot emotio ions ns
Brief Briefly ly descr describ ib emot emotion ionall all
intel intellig ligen en peop people le
lp
bjec bjecti tive ve 3:Co pare pare Gard Gard er's er's an ories ories of intel intellig ligen ence. ce.
Ster Sternb nber erg' g'
thethe-
we inte intell llig igen ence ce test test bu poss posses es
extr extrao aord rdin inar ar
spespe-
6.
cific skills. skills.
inde indepe pend nden en
test test that that
easu easure re
genc genc also also
easu easure re
ti
ften ften av less lesser er 7.
18 ri
. S
lity lity to
th sc
lity lity
em to enab enable le
lars lars elie elie
th
idea idea of mu mult ltip iple le inte intell llig igen ence ce
othe others rs Gene Genera ra inte intell llig igen ence ce scor scores es ex as
it co po ents ents th abil abilit it to
en
of th othe others rs Ho ever ever crit critic ic poin poin
ta disa disadv dvan anta tage ge
vera verall ll emot emotio iona na inte intell llii-
jo y d
ltho lthoug ug
to far. far.
gene genera ra inte intell llig igen ence ce is mo most st impo import rtan an
in ccup ccupat atio io
that that ar
cess cessfu fu peop people le usua usuall ll
enta entall ll
dema demand ndin ing, g, sucsuc-
av othe othe trai traits ts as
ell, ell,
guis guishe he thre thre type type of inte intell llig igen ence ce nect nected ed an
bjec bjecti tive ve 4: escr escrib ib th thre thre as ects ects of em tion tional al inte intell llig igen ence ce an disc discus us crit critic icis isms ms of this this conc concep ept. t. 13 Cant Cantor or an
Ki lstr lstrom om
isti isting ngui uish sh betw betwee ee
come come fr
evid eviden ence ce that that coll colleg eg
ener energe geti tic. c.
bjec bjecti tive ve 5:Iden 5:Identi tify fy th fact fact rs asso associ ciat ated ed it crecreativ ativit ity, y, an desc descri ribe be th rela relati tion onsh ship ip betw betwee ee crea creati tivvity an intel intellig ligen ence ce lity lity to ro
ce
as
re
th
el
e i rela relati tion onsh ship ip betw betwee ee ld
this this dist distin inct ctio io
extr extrem emel el
inte intell llig igen ence ce an
cert cert in
t-an t-an
crea creati tivi vity ty te li ence ence
inte intell llig igen ence ce test tests, s, whic whic dema demand nd sing single le answ answer er to ques questi tion ons, s, meas measur ur
an
inte intell llig igen ence ce
poss possib ible le answ answer er to prob proble lems ms meas measur ur a i
27 Stud Studie ie
/m Tere Teresa sa Amab Amabil ile' e' le re
or
rese resear arch ch demo demons nstr trat ates es that that peopeo-
reat reativ iv
he they they ar
ncon ncon erne erne
28.
h g Objective 6: Desc Descri ribe be th rela relati tion onsh ship ip betw betwee ee ge ce nd brai brai na omy. omy. . E
inte intell llii-
A s s e ss s s in in g I nt n t el el l g e n c
(pp. (pp. 442442-45 450) 0)
If
/ d
not) not) reve reveal al
clea clearr-cu cu corr correl elat atio io betw betwee ee
head head
size size (rel (relat ativ iv
to body body size size an inte intell llig igen ence ce scor score. e.
heirs p on on de de r d ; d u hi m en e n ta ta l h op op ed ed i e eb eb le le -m -m in i n de d e dn d n es es s c le le ar ar -c -c u c lu lu s e re re d a p measure.
s r sign signif ific ican an
corr correl elat atio io
ed or body body 24 Auto Autops psie ie
betw betwee ee
ize) ize) an inte inte li en evea evea that that th brai brai
i nt nt el el lili ge ge nc n c e t es es t
brai brai size size (adj (adjus usttcore core ofhigh ofhigh
educ educat at conc conclu lu ed
ence ence ugge ugge ts ha high high
inte inte li en
that that ndiv ndiv dual dual
eo le if
r n inte intell llig igen ence ce scor scores es have have also also been been link linked ed with with
e c
,a .P 25.
15
, w o be be a im orta orta
ne al ce te
or proc proces es in meas measur ur
information.
inbo inborn rn
ntel ntelli lige ge ce
286
Chap Chapte te 11 Inte Intell llig igen ence ce
4.
is
rm
is test test
's re isio isio
of
in t' te
le on to
ri
(n
refe referr rr
Obje Object ctiv iv 10 Disc Discus us th impo import rtan ance ce of stan standa dard rdiz iz in psyc psycho holo logi gica ca test tests, s, an desc descri ribe be th dist distri ribu buti tion on or in rm rv
individual. lain lain
it
se
th
rm la defi defini ning ng
eani eaning ngfu fu scor scores es rela relati tive ve to
ompa om pari riso so
grou group, p,
scor scor
an
hich hich is alle alle
st re
ly resu result lt in
pret pretes este te
ll-s ll-s
pi
th
ge
ra
tt rn
in th stan standa dard rdiz izat atio io
proc proces ess. s.
s t enta enta abil abilit it
scor score) e) by co pari paring ng th indi indivi vidd-
ual' ual' perf perfor or ance ance to th
vera verage ge perf perfor or ance ance of
e o t)
/ d
(s). (s).
te ts re
si
so th
age. he
iv
inte intell llig ig
immi immigr gran ants ts
rriv rrivin in
test test in th
th nite nite
rl
90 s,
Stat States es ofte ofte 11 Th Stan Stanfo ford rd-B -Bin inet et nd th
(abo (above ve/b /bel elow ow er base base
echs echsle le Scal Scal
aver averag age. e. This This is beca becaus us th test test
on
rest restan anda dard rdiz ized ed
part partic icul ular ar
bjec bjecti tive ve 9: isti isting ngui uish sh betw betwee ee achi achi ve nt test tests, s, an desc descri ribe be il ti su th S.
apti aptitu tude de an od rn test test of
12
urin urin ud
en
ther thereb eb
keep keepin in
th aver averag ag
th 1960 1960sand sand 1970 1970s,c s,col olle lege ge entr entran ance ce apti apti
sc re
ho
te
same same tim time, e, intell intellige igence nce tes perfo perform rman ance ce st
ig
to re ic
ilit ilit
to
rn
g n
This This phen phenom omen enon on is call called ed th
test tests. s.
st
igne igne
alre alread ad
have have lear learne ne
to
sure sure
ar call called ed
13
lt
gh th
rm Cons Consis isti ting ng of 11 su te ts it ro id
ot
ly
gene genera ra inte intell llig igen ence ce scor scor bu also also sepa separa rate te scor scores es
tu
in on th e a
us of this this
lS re re te
is
reliable. 14.
Dynamics o f I n te te llll ig ig e n c
(pp.450-454)
reliability.
ne n tu tu rn rn ed ed ; c om o m p le le t s w in in g .
re bi
p en en d
h av a v e l ef ef t f e w p in in i
1. 18.
r /
fu ur
scor scor s.
,i
s n t h pred predic icti tive ve
ro gh
vali validi dity ty
ul
od
Objective 14: dist distri ribu buti tion on of inte intell ll genc gence. e.
.T th
popul populat atio ion. n.
,a ra
ro
om
288
Chapt Chapter er 11 Intel Intellig ligen ence ce
6.
3.
fe tili tili
,i
ou
gg
re
rc rs have have reat reated ed
smar smarte te mice mice
7.
" t e a
unusuallysue-
ha
th inte inte lige lige ce te
re
sp ifte ifte
nd ongi ongi te
othe othe
ibli ibling ng
fa
(gen (genet etic ic envi enviro ronm nmen enta tal) l) g t
tr ks
e a
tr te
or
effe effect ct beca becaus us
frat frater erna na
like like
gene geneti ti infl influe uenc nces es on inte intell llig igen ence ce beco become me chil chil ren' ren'
nt ll genc genc
core core ar
re li
thos thos
n t
G en en e Intelligence
En
o nm nm e
(pp.454-466)
nf
nc
(bio (biolo logi gica cal! l! adop adopti tive ve
on
pare parent nts. s.
6.
.F n e 7.
page page 30 fo an expl explan an ti n: bludgeoning na he
cont contri ribu buti ti
n te te l g en en ce ce ; m o n ew ew sw sw o h y em mee s c om om ppuu t c am am p
to indi indivi vi ua
nt ll genc genc
ha pe
at
expl explai aini ning ng diff differ eren ence ce
nd xpla xplain in
er
om infl influe uenc nc
acce accept pted ed amon amon
inte intell llig ig nc
is
grou groups ps
Obje Object ctiv iv 16 Disc Discus us th evid eviden ence ce fo envi enviro ronm nmen enta ta infl influe uenc nces es on indi indivi vidu dual al inte intell llig igen ence ce St di
gence.
betw betwee ee
indi indi te th
ec very very in inte intell llig ig nc lace lace
in
re nurt nurtur urin in
gl te an
chil chil re ha io
en
nvir nviron on ents ents
psyc psycho holo logi gist sts. s.
r a "superbaby." dren dren such such as th gove govern rnme ment nt-f -fun unde de gr
ncre ncreas as hild hildre ren' n' e t
hool hool read readin ines es
that that s,
Obje Object ctiv iv toward toward learni learning ng
fall fall/r /r
ai
rl
stab stable le
er th
ri
er
core core
18 Desc Descri ribe be gend gender er diff differ eren ence ce in abil abilit itie ies. s.
th
Fl
part partly ly
ch effe effect ct
to he incr increa easi si
sco em
ea an ri in
IQ
,b
ears ears
t 50 50 y
oo
Obje Object ctiv iv 17 Desc Descri ribe be ethn ethnic ic simi simila lari riti ties es an diff differ er ence ence in inte intell llig igen ence ce test test scor scores es an disc discus us some some gene geneti ti an envi enviro ronm nmen enta ta fact factor or that that migh migh expl explai ai
. W
eg
diff differ er
nm
so
g f
differences
that that thes thes gend gender er
spat spatia ia mani manipu pula lati tion on help helped ed ou
ancest ancestors ors surviv survive. e.
ence ence in inte intell llig igen ence ce ma be enti entire rely ly
er is vide vide ce that that d b
trib tribut ut to grou grou
so on nt
tive tive some some theo theori rist st spec specul ulat at
them. 11 Rese Resear arch ch evid eviden ence ce sugg sugges ests ts that that grou grou
eh
at al bili biliti ties es ar
h l
duri during ng pren prenat atal al deve develo lopm pmen ent. t.
diffe differe renc nces es
9.
cc rd ng to abil abilit itie ie ar
an
ys
ir s' inte intere rest st an
aped aped in larg larg
ar
and div diverg ergent ent oppo opportu rtunit nities ies Obje Object ctiv iv 19 Disc Discus us whet whethe he inte intell llig igen ence ce test test ar bias biased ed an desc descri ribe be th ster stereo eoty type pe thre threat at phen phenom omeenon.
12 Grou Grou
20.
diff differ eren ence ce in inte intell llig igen ence ce scor scores es
s w (gre (great ater er than than/l /les es not) not) lt
ia
than than betw betwee eenn-ra race ce diff differ eren ence ces. s.
he aver averag ag
ps ch lo ists ists agre agre tive tive vali validi dity ty th
4.
an
scor scor
look lookin in well well as
stud studen ents ts on math math test tests, s, this this diff differ eren ence ce
fa
inte intell llig igen ence ce
ea
re (pre (prefe fere re ce fo
~tnovel ~tnovel stim stimul uli) i) blac blac infa infant nt scor scor hite hite infa infant nts. s.
hat, hat, in term term
pr dicdic-
ajor ajor apti aptitu tude de test test en
When en wome wome 22. Wh
an
memb member er
of ethn ethnic ic mino minori riti ties es
~o
rf meri merica ca
ed by
biased.
biol biolog ogic ical al cate catego gory ry
tu ents ents
ff re ce ca en
indi indivi vidu dual als. s. Indi Indivi vidu dual al
e a
neat neatly ly defi define ne
ey etec etec
cult cultur ural al expe experi rien ence ces, s, inte intell llig igen ence ce test test prob probab ably ly
on accu accura rate te basi basi fo judg judgin in
sens sens that that
re
lt an
thei thei sc re
actu actu ll
lo
r.
290
Chapte Chapte 11 Intell Intellige igenc nc
P RO R O GR GR E
is
TE
Multip Multiplele-Cho Choice ice Questi Questions ons
chec chec
it
an
er
ll
makeup. is in ch makeup.
in
life. re ta ex
ages ages of th text text (i pare pare thes theses es foll follow owin in th corr correc ec answer).
in
to
's
ti
ad icti icti
not go good od test test
an adop adopti tive ve fa ilie ilie emon emonst stra rate te that that genet genetic ic influ influenc ences es on intel intellig ligenc ence: e:
it
age, age,
a. beco become me or appa appare rent nt b. beco become me less less appa appare rent nt
a. reli reliab abil ilit it b. stan standa dard rdiz izat atio io
th ir
c. reif reific icat atio io li ty
ab 's in elle ellect ct
il ti
ju
-sta -start rt
environ environmen mental tal influen influences ces ent shou should: ld:
mental mental influen influences. ces.
baby baby's 's room room chil child' d' IQ is baby baby's 's crib. crib.
"superbaby"
d. 150.
equa equals ls or surp surpas as es th aver averag ag boy. boy.
ment. d. rela relax, x, ince ince ther ther is sure surefi fire re envi enviro ronm nmen enta ta reci recipe pe fo givi giving ng chil chil supe superi rior or inte intell llec ect. t.
increasing.
Whic Wh ic of th foll follow owin in stat statem emen ents ts is true true
ic
th
ll
in
not true?
a.
a.
tions. spatial spatial abilities abilities
c.
scores:
large meas measure ure in large inherited. in la factors. d. ar incr increa easi sing ng Stan Standa dard rdiz izat atio io
en ir
al
es at it is b. defi defini ning ng mean meanin ingf gful ul scor scores es rela relati tive ve to senta sentativ tiv prete pretest sted ed grou group. p.
repr repree-
by retest retesting ing peop people. le.
dict dict th beha beha io it is desi desi ne
to pred predic ict. t.
high high
lity lity
10 Befo Beforeab reabou ou ag intell intellige igenc nc tests tests gengeneral erally ly do ot redi redict ct futu future re scor scores es
a.
c. 10
11 Sort Sortin in chil childr dren en into into gift gifted ed an tional tion al gro groups ups
refe refers rs to th proc proces es of
ce te ts is
high high as thei thei pred predic icti tive ve vali validi dity ty oder oder inte intell llig igen ence ce te ts have have extr extrem emel el ed ctiv ctiv alid alidit it an li inte intell llig igen ence ce test test is very very low. low.
insignificant.
obtai obtaine ne
ed ctiv ctiv li it inte intell ll no as high high as thei thei reli reliab abil ilit ity. y.
nong nongif ifte te
ed ca
a. crea create te self self-f -ful ulfi fill llin in prop prophe hecy cy b. incr increa ease se soci social al isol isolat atio io betw betwee ee th grou groups ps c. pr mo mote te raci racial al egre egrega gati tion on an prej prejud udic ice. e.
291
ft to al iati iati inte intell llig ig attrib attribut uted ed to gene genetic tic facto factors rs in im in ti el tions tionshi hi to intell intellige igenc nce. e. eati eati it is rs of intelligence. intelligence.
litt little le
an
rela rela
ce tain tain in sh
hi or he crea creati tivi vity ty tain tain le in elli elli no suff suffici icien en fo creat creativ ivity ity
babi babies es
quic quickl kl
ecom ecom
st
ored ored
Ss
a. decl declin ined ed re aine aine stab stable le b. re aine aine stab stable le decl declin ined ed c. rise risen; n; ecli ecline ne decl declin ined ed rise rise it
pict pictur ure: e:
a. ofte ofte deve develo lo lear learni ning ng disa disabi bili liti ties es late late n. b. scor scor lo er on infa infant nt inte intell llig igen ence ce test tests. s. c. sc re high higher er on inte intell llig igen ence ce test test se eral eral year year later.
scor scores es ar mo most st like likely ly attr attrib ibut utab able le to th ia te inte intell llig ig e. b. th us of unre unreli liab able le test test of inte intell llig igen ence ce c. enet enetic ic fact factor ors. s. d. envi enviro ronm nmen enta ta fact factor ors. s.
years years later. later. bell-sh shap aped ed distr distribu ibutio tio 19. Th bell-
of intell intellige igenc nc scor scores es in th gene genera ra popu popula lati tion on is call called ed a:
acce accept pted ed no noti tion on that that inte intell llig igen ence ce is sional sional quality quality ment mental al reta retard rdat atio io
c. d.
mult mu ltid idim imen en
ener eneral al inte intell llig igen ence ce avan avan synd syndro ro
a. distribution. b. stan stan ardi ardiza zati ti curv curve. e. c. bimo bimoda da dist distri ribu buti tion on d. no norm rmal al dist distri ribu buti tion on esea esea ch ef ctiv ctiv gest gest tha enric enrichm hmen en prog program rams: s:
intelligence? scores. tely tely ar ilar ilar twins twins raise raise tog togeth ether. er.
an th
tern ternal al
more simi more simila la than than thos thos of ordi ordina nary ry sibl siblin ings gs c. Th inte intell llig igen ence ce scor scores es of iden identi tica ca twin twin rais raised ed to ethe ethe ar or si ilar ilar than than thos thos of iden identi ti ca twin twin rais raised ed apar apart. t. sh rela relati tive vely ly ea corr correl elat atio ions ns it scor scores es of adop adopti tive ve as well well as biol biolog ogic ical al pare parent nts. s.
small small boos boos to emoti emotion onal al intel intellig ligen ence. ce. readiness. scores.
tart tart
292
Chap Chapte te 11 Intel Intelli lige genc nc
Matc Matchi hing ng Item Item atch atch each each term term with with it defi defini niti tion on or desc descri ript ptio ion. n.
Terms
Defi Defini niti tion on ment mental al abil abilit it
or Desc Descri ript ptio ions ns
scor scor
2.
lear lear te
eugenics savant savant syndro syndrome me factor factor analys analysis is apti aptitu tude de test test achiev achievem emen en test test Stanford-Binet
some someth thin in
ne to ea
le
formance desi design gned ed to meas measur ur e. er an's an's re isio isio of Bine Binet' t' rigi rigina na inte inteII IIig igen ence ce test f. th avio avio at te is ed to g. an un unde derl rlyi ying ng gene genera ra inte inteII IIig igen ence ce fact factor or
criterion 10 cont conten en vali validi dity ty reliability
erfo erform rman ance ce elat elativ iv to th aver averag ag erfo erform rman ance ce le ag very very lo inte inteII IIig igen ence ce scor scor acco acco pani panied ed on i. extr extrao aord rdin inar ar skiI skiI j. inteIIigent inteIIigent indiv individuals iduals stat statis isti tica ca tech techni ni ue that that iden identi ti ie rela relate te item item k.
P RO R O GR G R ES ES S
ES
te
ar
li
of sibling siblings. s. chap chapte te
re ie
th sect sectio io
swer swer th
evie evie
Mult Multip iple le-C -Cho hoic ic
an
oIIo oIIo in
Pr gres gres
qu ques esti tion on
afte afte
es 1.
te
es
in
at
ic
ts
th test test as a. lo
reli reliab abil ilit ity. y. en li c. lo pred predic icti ti vali vali it d. ot ee stan stan ardi ardize zed. d.
Ques Questi tion on
specificaIIy specificaIIy to: a. easu easure re in or inte inteII IIig igen ence ce in adul adults ts h. easu easure re in or inte inteII IIig igen ence ce in chil childr dren en c. pred predic ic scho school ol erfo erform rman ance ce in chil childr dren en they they coul coul be inst institu itutio tiona naliz lized ed
evid eviden ence ce of envi enviro ronm nmen ent' t'
3.
role role in inte inteII IIig igen ence ce
their their bio biolog logica ica parent parents'. s'. h. hild hildre ren' n' inte intell llig igen ence ce scor scores es ar ly te to co fathers'.
re stro stro gth ei
en into into an inte inteII IIec ectu tual alIy Iy en ic ed gain gain in inteI inteIIe Iectu ctual al deve develo lopm pmen ent. t.
ne show show
tw a. h. c. d.
cate cate orie ories, s, ifte ifte is to ratio rationa naliz lizat atio ion. n. no nomi mina naliz lizin ing. g. fact factor or anal analys ysis is reif reific icat atio ion. n.
devi devise se a.
by
tern ternbe be g.
an
no nong ngif ifte ted. d.
hi logi logica ca
293
6.
IQ sc re of to ay's ay's ette ette ed nd educ educat at th lation. d. In ivid ividua ua di fere ferenc nc ithi ithi race race re uc grea greate te than than betw betwee eenn-ra race ce diff differ eren ence ces. s.
ual's ual's inte intell llig igen ence ce scor scor as
a. mult mu ltip ipli lied ed by 100. 100. mult mu ltip ipli lied ed by 100. 100. c.
scor scores es Term Terman an foun foun
manc manc devi deviat ates es from from th aver averag ag perf perfor or ance ance of ther ther th sa ge d. th rati rati th test test-t -t ker' ker' verb verbal al inte intell llig ig nc
c.
score.
that that
he lthy lthy th ontr ontrol ol grou group. p. th hild hildre re re stra stra iz by lass lass tes. tes. th hild hildre re re ealt ealthy hy nd ll-a ll-adj dj sted sted an di well well acad academ emic ical ally ly
7. chil childr dren en give give
"tut "tutor ored ed hu huma ma
vocati vocationa ona succes success. s. 13.
re ho di no rece receiv iv su
dr
task task thei thei brai brains ns
nric nrichm hm nt
quickly. b. regi regist st si pl stim stimul ul c. spon sponse se to stim stimul uli. i.
im ly ri nece necess ssar ar to disb disban an th prog progra ram. m. thri thrive ve inte intell llec ectu tual ally ly an soci social ally ly on th bene bene fits fits of posi positi tive ve care caregi givi ving ng
c.
ontr ontrol ol su je ts since since birth. birth. 8.
enri enrich chme ment nt": ":
he conc concep ep
ho ha
live live in oste oste ho
14
d.
15 kill kills, s,
l,
anag anages es on ri
degr degree ee of
hi
th
ollo ollo in
tate tate
retarded. re ed. acade academi mi skills skills
a. g.
1.
b. soci social al inte intell llig igen ence ce c. prac practi tica ca inte intell llig igen ence ce d. emot emotio iona na inte intell llig igen ence ce
deve develo lopm pmen en ma enha enhanc nce: e:
intell intellige igence nce tes stabil stabilize ize
rb re so ing. ing. b. spat spatia ia abil abilit itie ies. s. c. over overal al inte intell llig igen ence ce
he lynn lynn effe effe
pers person on's 's
abil abilit it to perf perfor or el on inte intell llig igen ence ce test tests. s. b. inna innate te nt apac apacit ity. y. c. ty rn ro ro le s, nd adap adap to ne situ situ ti ns divers rs skil skills ls acqu acquir ired ed thro throug ugho hout ut life life d. dive
is sing single le ov over eral al abil abilit ity. y. b. is seve severa ra spec specif ific ic abil abilit itie ies. s. c. cann cannot ot be defi define ne or measured.
ig
os expe expert rt view view inte intell llig igen ence ce as a.
fact factor or impl implie ie that that inte intell llig igen ence ce
ha supe superb rb so ia
re
d.
a.
9. Gera Gerard rd
or quic quickl kly. y. -w
re er to th fa
th t:
meas measur ures es of infa infant nt inte intell llig igen ence ce stud studen ents ts on math math achi achiev evem emen en test tests. s.
nt
re
is tr e?
rd
17.
hich hich of th foll follow owin in is not cite cite as evid eviden ence ce of th recip recipro roca ca relati relation onsh ship ip betw betwee ee scho schooli oling ng an intelligence?
form forman ance ce of othe others rs th same same age. age. Inte Intell llig igen ence ce scor scores es in th nite nite
Neithe he educ educat atio io a. Neit
leve leve no inte intell llig igen ence ce scor scores es accur accurate ately ly pred predict ict incom income. e.
years.
school school year. year.
highe hig he valid validity ity than than relia reliabi bilit lity. y.
early.
more mo re quick quickly ly
c.
tell tell longed schooli longed schooling. ng. 18
rigi rigina nall lly, y, IQ
core core
elat elat
5.
tell tellig ig tw blac blac an hite hite chil childr dren en is increasing, 6. Th inte intell llig igen ence ce core core ad pted pted chil chil
th
as efin efined ed as
mult mu ltip ipli lied ed by 100. 100.
parents.
mult mu ltip ipli lied ed by 100. 100. ta acte acte ro an mu mult ltip ipli lied ed by 100. 100. d. chro chrono nolo logi gica ca ag subt subtra ract cted ed fr an mu mult ltip ipli lied ed by 100. 100.
an in a. b. c. d. 20
id al
il
f. able able to
ists ists that that most most inte intell llig igen ence ce test test ar extr extrem emeelo ca ag enta enta ag
genc genc is main mainly ly dete determ rmin ined ed by here heredi dity ty St Bi te th le le io ical ically ly ta ar ized.
at r. than than that that betw betwee ee
apti aptitu tu e; achi achiev evem emen en achi achiev evem emen ent; t; apti aptitu tude de reli reliab abil ilit ity; y; vali validi dity ty vali validi dity ty reli reliab abil ilit it hich hich of th foll follow owin in
succ succee ee ofte ofte erod erodes es thei thei perf perfor orma manc nc on apti aptitu tude de test tests. s.
stat statem emen ents ts mo most st accu accura rate te
P SY S Y CH C H O LO LO G determ determinin inin
th prod produc uc of here heredi dity ty
addr addres esse se unti unti psyc psycho holo logi gist st agre agre on valid valid tes of intel intellig ligen ence ce
more mo re
Ques Questi tion on
expe expect ct tha Vane Vaness ss also: also: a. ha an exce except ptio iona nall ll high high inte intell llig igen ence ce scor score. e. b. is quit quit intr introv over erte ted. d. tu alit alit an is trin trin ically motivated. motivated. d. lack lack expe expert rtis is in mo most st othe othe skil skills ls
matel matel 50perce 50percent nt mean means: s:
True True-F -Fal alse se Items Items or
conc concep epts. ts.
Mult Multip iple le-C -Cho hoic ic
orde orders rs such such as Down Down synd syndro rome me inte intell llig igen ence ce is prim primar aril il th prod produc uc of envi enviro ro ment mental al expe expe riences. th li er ence ence ig ican icantl tl influ influen ence ce perfo perform rman ance ce on intell intellige igenc nc tests. tests. Be in ll ence ence te ts lo re
placing
A PP PP L E D
intellig intelligence ence terms terms an
larg largel el
raci racial al grou groups ps
a. th la
ex
th item item
enes enes
es
le
ce
th
resp respon onsi sibl bl fo th rest rest refl reflec ec appr approx oxim imat atel el equa equa gene geneti ti tion tion from from bo both th pare parent nts. s.
cont contri ribu bu
heredity. b.
gence.
3.
tiona tiona abili ability ty d.
probably:
duri during ng pren prenat atal al deve develo lopm pmen ent. t. 9.
ra ia
is ment mental ally ly reta retard rded ed d. il an voca vocati tion onal al skil skills ls c.
ti
betw betwee ee
115 here here is ture ture IQ
si fo pr di ting ting
in ivid ivid l' d.
race races. s.
apti aptitu tude de test tests. s. al th ov
irok iroko' o'
10.
at
chie chie me
core core is on id ra ly
were "A" students:
high:
a.
ig ly with with th late late
ig ly with with th th th
b.
rite riteri rion on beha beha ior. ior. rite riteri ri
is
c.
ha ior. ior.
ld
th
d.
WISe.
a.
te id reliab reliabilit ility. y.
bee stand standard ardize ized. d.
inte intell llig ig nc test tests. s.
7.
ig
irls irls
12.
d.
achi achiev evem emen en
nl fo
r.
rg
b. hig
to
rece recent nt phen phenom omen enon on
d.
6.
b.
by
intelligence.
125
d.
core core is indi indi te
ia
4.
c.
ap in inte intell llig ig nc
te t.
ta c.
11 13
te
ca
nt nt reli reli ilit ility. y. b. predic predictiv tiv reliab reliabilit ility. y. pr di ti vali vali ity. ity. d. conten conten validi validity. ty.
it woul woul
la k:
--0-----0---c.
exam, ente enteri ring ng coll colleg ege, e, high high scho school ol
text, cc rdin rdin to early inte intell llig igen ence ce test testin in
a. achi achiev evem emen ent; t; apti aptitu tude de b. apti aptitu tude de achi achiev evem emen en c. achi achiev evem emen ent; t; achi achiev evem emen en ti e; ti
ce ex ee
is
an be concluded in th Un Unit ited ed Stat States es
were minded." heritage were intellect intellectuall uall deficien deficient. t. c. The tests were sh re th culture as th test test be concluded.
14. If you compare the same trai trai in le im la here heredi dity ty wh live live in very very diff differ eren en envi enviro ronm nmen ents ts
be
be
very diffe differen ren hered herediities ties
ce exceeds his
's acad acad inte inte li tica intellig intelligence ence 's ract ract ca in el ig mic intellig intelligence ence
ho live live in similar similar environ environment ments. s.
19. If stran stranger ger your your best gues gues woul woul
be:
a. 75.
;l c. envi enviro ronm nmen enta tal; l; gene geneti ti d. gene geneti tic; c; envi enviro ronm nmen enta ta
scores widely."
poin points ts betw betwee ee
th earl earlie iest st score
scor scor
's
clude th
er
used used crea creatt-
level, alth althou ough gh it actu actual ally ly re aine aine
stab stable le
Essa Essa
child's child's environ environment ment over this this perio period. d.
scores do
on apti aptitu tude de tests?
a. They achieve achieve greater greater career success. like li kely ly to be happier. are c. They al ay do el in coll colleg ege. e. above is true.
such such
test test
ig
Ques Questi tion on
Yo have have been been aske aske
to devi devise se
Ps chol cholog og be ad in ster ster
not become stab stable le unti unti late late adol adoles esce cenc nce. e.
result first test wa take taken. n. 16. If
intelligence
test
tude be th appr appr pria priate te stan standa dard rdiz izat atio io rt il re il re
c.
over th worl worl eric erican an ch ldre ldre ical ical ar ts th ic
sica sica
ti
grou group? p?
abil abilit it
corporate woul woul
prob probab ably ly sugg sugges es that that
mance mance intellig intelligence ence
verbal intelligence.
ri
th es ay
the space ep ra
et
ap r.
chie chieve ve to fres fres
10 inte intell llig igen ence ce quot quotie ient nt (IQ) (IQ)
K E Y T ER M S
11
Writin Writin Defini Definitio tions ns
titu titu
test test
12 achi achiev evem emen en test test 13 Wech Wechsl sler er
dult dult Inte Intell llig igen ence ce Scal Scal (W IS
14. standa standardi rdizat zation ion
followin followin terms. terms. 1. intell intellige igence nce
15 no norm rmal al curv curv
2. fact factor or anal analys ysis is
16. reliability
3. gene genera ra inte intell llig igen ence ce (g
17. validity
4. sava savant nt synd syndro ro
conten valid validity ity 18. conten
5. emot emotio iona na inte intell llig igen ence ce
19. criterion
6. creativity
20 pred predic icti tive ve vali validi dity ty
intell intellige igenc nc tes
(nor (norma ma dist distri ribu buti tion on
21 ment mental al reta retard rdat atio io
mental al ag 8. ment
22
9. Stanford-Binet
23 ster stereo eoty type pe thre threat at
ow
synd syndro ro
Cross-Check I -
ou le rn in th rolo rologu gu revi review ewin in an ov over erle lear arni ning ng of mate mate rial rial re impo import rt to th le rnin rnin proc proc ss te ou ve ritt ritt th de init initio ions ns th ke term term in this this ha ter, ter, yo shou should ld lete lete th ross ross rd uzzl uzzl to sure sure th ou can revers revers the pro proce cessss-rec recogn ognize ize th term term give give th defi defini niti tion on
I -
I -
-
-
I -
-
-
ACROSS
-
5. Type Type of inte intell llig ig nc sses ssesse se stan standa dard rd inte intell llig igen ence ce test tests. s. 7. Theo Theori rist st ho dist distin ingu guis ishe he among among three three intell intellige igenc nces. es. 9. pe of inte intell llig ig nc ofte ofte requ requir ired ed fo ever everyd yday ay task tasks. s.
11
c---
20
umbe um be
of isti istinc nc type type
ligence. 11 Psyc Psycho holo logi gist st ho revi revise se orig origin inal al inte intell llig igen ence ce test test
inte intell-
I -
I -
I -
Bine Binet' t'
-
21
I -
intell intellige igenc nc
test. test. re rs abst abstra ract ct conc concep ep as real real conc concre rete te thin thing. g. 19 os idel idel used used inte intell llig igen ence ce test test fo chil childr dren en 21 renc renc psyc psycho holo lo is ho init initia iate te intellige intelligencence-testi testing ng mov moveme ement. nt.
f-
-
DOWN
th
re
od rn level level of perfor performa manc nce. e.
Statis isti tica ca proc proced edur ur that that iden identi tifi fies es clus cluste ters rs of 2. Stat re te it te t. cond condit itio io of limi limite te enta enta bili bility ty as indi indica cate te re 70. ndit nditio io of li it nt bili bility ty se by an extra extra chrom chromoso osome me ha io ha st is si re ict. ict. Th prop propor orti tion on of vari variat atio io amon amon indi indivi vidu dual al th ttri ttri ut to ge pers person on ha alre alread ad lear learne ned. d. 13. Th su ss it hi st pr
16 reco recogn gniz ize; e; pred predic ict; t; expr expres ess; s; adap adapti tive ve 17. emotional 18. conscientiousness
19. creativity; 120 20. converg convergent; ent; divergen divergen re tive tive
le te
patt patt rn icts icts th
v-
14 Bell Bell-s -sha hape pe dist distri ribu buti tion on that that desc descri ribe be an phys physic ical al an psyc psycho holo logi gica ca trai traits ts 5. xt to ic test test ield ield on onsi si te results. 16 Th phen phenom omen enon on of risi rising ng inte intell llig igen ence ce-t -tes es performance. 20. te to hi test test sa le he be io fi si
to
xp rtis rtis
nd
soli soli ba
ne io s; intr intrin in ic
chal challe leng ng of thei thei
ork; ork; an
tiva tiva
vent ventur ur some some pers person onal alii-
expe experi rien ence ces. s. reat reativ iv peop people le also also have have gene genera rall ll efit efited ed from from livi living ng in crea creati tive ve envi enviro ronm nmen ents ts
benben-
21 soci social al appr approv oval al (o eval evalua uati tion on 22. di
ot
23. volu volume me MRI; MRI; mo more re 24. syna synaps pses es pl stic sticit ity; y; gray gray tion languag languag
atte atter; r;
emor emory; y; atte attenn-
25. parie parietal tal mathe mathema matic tical; al; spatia spatia
ANSWERS
26.
ro ta lobe lobe le t;
th si
of th br in
27. faster
C h ap a p te te r R e v e w
28. quickly; quickly; complex complexity ity
What Is Intelligence?
Asse Assessi ssing ng Inte Intell llig igen ence ce
1.
2. reification
1. Plato
3. socially
2. intelligence
4.
3. Bine Binet; t; ment mental al wa no 4. Stanfo Stanfordrd-Bin Binet; et; intel intellig ligenc enc quo quotie tient nt
tions 5. overal overal (gener (general) al) speci specific fic 6. fact factor or analy analysis sis 7. general general intellige intelligence nce
8. Thur Thurst ston one: e: prim primar ar
ment mental al abil abilit itie ie
9. nov novel el pro proble blems ms
In th orig origin in
is 100. "Men "Menta ta age" age" refe refers rs to th chro chrono nolo logi gica ca ag that that os typi typica call ll orre orresp spon onds ds to give give leve leve of perf perfor or ance ance 5.
form formul ul
IQ
sure sure
ta
enta enta abil abilit it scor score; e; th sa e; 100
6. below; below; cultural cultural
10. sava savant nt syndro syndrome me
7. aptitude aptitude achieve achievemen men
11 mult multip iple le inte intell llig igen ence ces; s; phys physic ical al verb verbal al reas reason onin ing; g; do
Wechsl sler er Adul Adul Inte Intell llig igen ence ce Scal Scale;verb e;verbal al comp compre re 8. Wech
12 tria triarc rchi hic; c; acad academ emic ic prac practi tica cal; l; crea creati tive ve acad academ emic ic 13. acad academ emic; ic; social social onl
mode mo destl stl
hens hensio ion; n; perc perc ptua ptua orga organi niza zati tion on ory; ory; proc proces essi sing ng spee spee
orki orking ng
em
9. standa standardi rdizat zation ion 10. normal
mana manage ge us
rv
15 faci facial al emot emotio ions ns nt lige ligent nt le re se fre Th heir heir tion tion th de rati rati iio ndle ndle th rs ti kill kill ul y. Th also also exhi exhibi bi mo mode dest stly ly bett better er jo perf perfor orma manc nce. e.
re
ti na ly
rm abov abov or belo belo
th dist distri ribu buti tion on's 's aver averag age. e.
re
ce ev if th ithi ithi part partic ic la ng grou groups ps
rita ritabi bili lity ty of inte intell llig igen en is high high grou group, p, di renc renc in inte intell llig ig nc nvir nviron on nt ll us ne ri ronm ronmen en hile hile noth noth of th sa gene geneti ti pred predis ispo po siti sition on ay falt falter er in an impo impove veri rish shed ed one. one.
are; are; 10 decl declin ine; e; impr improv oved ed Flyn Flyn effe effect ct nutrition; nutrition; economic economic ,. relia reliabl bl I.
test-retest
i.
split-half r; nd sp nd
I. validity
I. content content validity validity
I. criter criterion ion predic predictiv tiv
ri
ne
or ti
st dyin dyin
th
15 spel spelli ling ng verb verbal ally ly
validi validity ty
16 comp comput utat atio ion; n; prob proble le
rt
solv solvin ing; g; ment mental al rota rotati tion on
17. evolut evolution ionary ary
xa pl perf perfor or nc in rele releva vant nt jo situ situ ti ould ould be th rite riteri rion on or test test suri suring ng an geri geri ri 3. pred predic icti tive ve vali validi dity ty xa le th n-th n-th -job -job
18
al se horm hormon ones es
-ould indi indica cate te th test test ha pred predic icti tive ve vali validi dity ty
22 ster stereo eoty type pe thre threat at
19. social social expect expectati ations ons
1. is not dim dimini inishe she
he Dyna Dynami mics cs of Inte Intell llig igen ence ce
P ro ro g e s
1. higher
T es es t
Mult Multip iple le-C -Cho hoic ic
Ques Questi tion on
3. incr increa ease ses; s; 7;holds 7;holds c. d. Sepa Separa rati ting ng gene geneti ti influe influenc nces es is diffic difficult ult
il. ment mental ally ly reta retard rded ed
5.
ow
synd syndro rome me
from from
viro vironm nmen enta ta
If
6. mains mainstre tream amed ed 7. heal health thy; y; adju adjust sted ed acad academ emic ical ally ly
ta ag 6, th chro chrono nolo logi gi ge tipl tipl th resu result lt 10 ,w obta obtain in 150.( 150.(p. p. 44
ulfi ulfill llin in prop prophe heci cies es an ;ation ;ation and prejud prejudice ice
scor scores es is narr narrow owin ing. g. (p 464) 464)
that that it prom promot otes es raci racial al segr segree-
is th
;ene ;ene ic an Envi Enviro ronm nm ntal ntal In luen luence ce 1. gene genera rall ll re
on In el igen igence ce
acce accept pted ed
ra
tt r;
erba erbal; l; sp tial tial
ry 4. mo more re alik alike; e; envi enviro ronm nmen enta tal; l; ag 5. mo more re biol biolog ogic ical al adop adopti tive ve
ns
ul
r. (pp. (pp. 459459-46 460) 0)
group diff differ eren ence ce ar ig ly sign signif ific ic nt ve thou though gh th tell tell us ot in abou abou spec specif ific ic individuals. re iv diff differ eren ence ce in inte intell llig igen ence ce it does does no nece necess ssar aril il contr contribu ibute te tc1gro group up differ differenc ences. es. ha in rece recent nt year years. s.
rita ritabi bili lity ty 50to 8. do maln malnut utri riti tion on sens sensor ory; y; soci social al isol isolat atio io 9. Head Head Star Start; t; emot emotio iona na inte intell llig igen ence ce
a. This This answ answer er refe refers rs to test test's 's cont conten en vali validi dity ty c. This This answ answer er refe refers rs to test test-re -rete test st reli reliab abil ilit ity. y. d. This This answ answer er refe refers rs to pred predic icti tive ve vali validi dity ty
to. rise; rise; fall; fall; school schooling ing 11. enviro environme nmenta nta Be ause ause of th impa impa as educ educ tion tion an nutr nutrit itio io
nvir nvir nm ta fa tors tors su on inte intell llig igen en test test perf perfor or
extr extra, a, rath rather er than than miss missin ing, g, chro chromo moso some me c. d. ow yn ro is neti neti isor isorde de th
300
Chapt Chapter er 11 Intel Intelli ligen gence ce
deve develo lopm pmen ent, t, well well befo before re maln malnut utri riti tion on an
expo expo
effe effect ct on th deve develo lopi ping ng fetu fetus. s.
re call call test testan anda dard rdiz ized ed
in
ic an ab trac trac co cept cept such such as IQ is rega regard rd re (p
dive divers rs grou group. p. (p 447) 447)
c. st oder oder test test av hi reli reliab abil il ties ties of abou abou +.9;th +.9;thei ei vali validi dity ty scor scores es ar much much lowe lower. r.
460-461) ,a. Most Most expe expert rt beli believ ev that that in term term of pred predic icti tive ve vali validi dity ty th majo majo test test ar no raci racial ally ly bias biased ed b. Th reli reliab abil ilit it of th majo majo test test is actu actual ally ly very very high.
abou abou 20 ther ther is siti siti corr correl elat atio io et ee inte intell llig igen ence ce an crea creati tivi vity ty Bu beyo beyond nd this this poin poin th corr correl elat atio io disa disapp ppea ears rs indi indica cati ting ng that that fact factor or othe othe than than inte intell llig igen ence ce ar also also invo involv lved ed (p 438) 438) genc genc are both compon component ent
thei thei fi di oi ts to th infl infl ence ence mental mental factors factors a.
impr improv ov scho school ol read readin ines ess, s, crea create te bett better er atti attitu tude de to ar earn earnin in an redu reduce ce sc ol ro outs outs an crimi crimina nali lity ty (p 458) 458)
0)
reta retard rded ed in ther ther ugge ugge ts that that ther ther ar mu mult ltip iple le intell intellige igence nces. s. (p. 433 a. he abil abilit it to adap adap defi defi es th ca acit acit call call intelligence. range range of huma huma inte intell llig igen ence ce c. gene genera ra inte intell llig igen ence ce fact factor or wa hypo hypoth thes esiz ized ed inte intell llig igen en beha behavi vior or bu it exis existe tenc nc is cont contro rove verria an rema rema ns tobe ro ed th sa
ge etic etic
en iron iron
(p is Spea Spearm rman an's 's term term fo "gen "gener eral al inte intell llig igen ence ce"; "; fig distribution." er is such such thin thin (b odes odes or aver averag ages es he or al istr istrib ib ti ha only only on mo mode de
of creati creativit vity. y.
simp simply ly kind kind of inte intell llig igen ence ce c. Be on an inte intell ll ge ce sc re abou abou 20th 20ther er is corr correl elat atio io betw betwee ee inte intell llig igen ence ce scor scores es an creativity.
ha
ha th aver averag ag is al ay
akeu akeu
bu
iffe iffere re
en i-
Matc Matchi hing ng Item Item 1. 2.
3. 4.
(p. 444) 432) (p 444) 444) (p. 433)
P r og og re re s
5. 6.
7. 8.
(p. 432) (p. 444) (p. 444) (p. 443)
9.
(p. 448) (p. 448)
Tes
Mult Multip iple le-C -Cho hoic ic
Ques Questi tion on
ence ence fo th role role here here ity. ity. (p 55 h. Beca Becaus us frat frater erna na twin twin ar no more more gene geneti tica call ll vide vide evid eviden ence ce fo th role role of here heredi dity ty 443) a. h. Bi et's et's test test
as inte intend nded ed fo ch ldre ldre
fo th role role of th envi enviro ronm nmen ent. t. stra stract ct capa capaci city ty that that cann cannot ot be quan quanti tifi fied ed heredity. 6.
ra 5pe
with with chil childr dren en in th scho school ol syst system em
an
2. c. is th answ answ r. (p 457) d. a., b., ne thes thes is true true
a. indi indivi vidu dual al stud studie ie by Term Terman an d. Voca Vocati tion onal al succ succes es in adul adulth thoo oo
3. c.
is th answ answ r. (pp. (pp. 440-441)
pred predic ict. t. (p 448) a. li bili bility ty is th onsi onsi te it hich hich sa ples ples th part partic icul ular ar beha behavi vior or of inte intere rest st ur
of
it is desi desi ne
to
in fu test test scor scor se repr repres esen enta tati tive ve grou group. p.
sure sure
on th
17.
expl explan anat atio ions ns of one' one' beha behavi vior or
5. d.
r.
19. rela relate te
it
s,
acto actors rs
th
r. (pp. (pp. 452-453)
sw r. (p 443)
r. d. Reli Reliab abil ilit it c. of good good test tests. s.
444) an vali validi dity ty ar
char charac acte teris risti tics cs
sw r. (p 457)
a. adop adopte te
form form la fo th
intelligen intelligence ce quoti quotient. ent. b. d. pu pute te th scor scor on curr curren en inte intell llig igen ence ce test tests. s.
chil childr dren en poin poin to
sign signif ific ican an here heredi dita tary ry
st di s, lu th rs om ompa pari ring ng hild hildre re re re in negl neglec ectf tful ul or enri enrich ched ed envi enviro ronm nmen ents ts indi indica cate te that that life life xper xperie ie es ls si ni ic nt in lu te performance. ough th issu issu ho inte intell llig ig shou should ld d. lt ough be defi define ne is cont contro rove vers rsia ial, l, inte intell llig igen ence ce test test gengen-
envi enviro ronm nmen enta ta fact factor ors. s. (p 457) d. he tu a. in ol neit neit inte intell llig ig nc test test no comp compar aris ison on it cont contro ro grou groups ps response.
early early years. years.
True True-F -Fal alse se Item Item
8. a.
432)
9. d.
436)
1. 2.
more to acad more academ emic ic skil skills ls b. ltho lthoug ug emot emotio iona na inte intell llig igen ence ce is pone ponent nt of ocia ocia inte inte lige ligenc nc Salo Salove ve ye coin coined ed th newe newe term term emot emotio iona na inte intell llig igen ence ce to refe refe to skil skills ls such such as Gera Gerard rdee een' n's. s. c. ra ti al inte intell llig ig nc is th ic is re uire uire ry tions.
be om st
re no
r. enha enhanc nc late late inco income me (p 458)
is th
444)
ar
463)
th
c. is th answ answer er (p. 444) a. hi is illi illi St rn's rn's orig origin in
is th
ns
16.
a.
inte intell llec ectu tual al abil abilit it
no mo most st expe experts rts d. ulti ulti le nt llig lligen en s, this this ul thin thin as dive divers rs acqu acquir ired ed skil skills ls
rf rm nc
ncre ncrete te re lity lity (p 431)
psychology. c. id tifi tifi lu ters ters test.
(p 431) abil abilit it an
a. Perf Perfor orma manc nc separ separate ate traits traits
test test
15. d. is th
sw r. Inte Intell llig ig nc le by
ou 457)
12.
vari varied ed
r. (p 453)
test test perf perf rm
ge 7. (p. 451)
ce and
(p 447)
7.
(p 5.
4~9)
10.
(p, 456) 465) 455) 447) 460)
11.
(p 453)
P s y c ho h o lo lo g y A p p li li e Mult Multip iple le-C -Cho hoic ic
Ques Questi tion on
1. c. is theans theanswe wer, r, (p. 439)
a.
120, inte intell llig igen ence ce scor scores es ar no corr correl elat at
crea creati tivi vity ty an ed. b. ar or like likely ly to be intr introv over erte ted. d.
302
Chap Chapte te 11 Inte Intell llig igen ence ce
ra 's ro of peop people le ca be attr attrib ibut uted ed to here heredi dity ty (p. 456) a. b. Heri Herita tabi bili lity ty is no individual's ri rela relati ti cont contri ribu buti tion on of ge es from from th pers person on's 's othe othe an athe ather. r. urth urth r, th erit erit bili bility ty of ny hich hich that that trai trai is bein bein
c. hear hearin ing, g, this this test test woul woul
re gain gained ed th
vera verall ll know knowle ledg dg
ax nd skil skil to pr ct (1
444)
stud studie ied. d.
re
dema demand nd
lack lack pred predic icti tive ve vali validi dity ty
it
rl ri ti
it
of livi living ng inde indepe pend nden entl tly. y. (p 45 452) 2)
severe ntal ntal reta retard rdat atio ion; n; an's an's test test scor scor pl ce hi in th rang rang of mild mild reta retard rdat atio ion. n. xtra xtraor or in ry skil skill, l, as do pe pl it sava savant nt sy drome. te ta re ed peop people le even eventu tual ally ly beco become me self self-su -supp ppor ortin ting. g. 4. b. is th ns r. Inte Intell llig ig nc scor scores es be om stabl stabl durin durin adol adoles esce cenc nce. e. (p.451) a. c.
it
th
quit quit
ic
ra individt envi
ccou ccount nt fo vari vari tion tion in tr it heri herita tabi bili lity ty th re or us high high (p 456) 456) inte intell llig igen ence ce-t -t st perf perfor or ance ance begi begins ns to pr di adul adul scor scores es (p 451) 451) vali validi dity ty of th comm common only ly used used inte intell llig igen ence ce test tests. s. su on lusi lusi is poss possib ible le be ause ause inte intell ll genc gencee-te test st perf perfor orma manc nc befo before re ag does does no pr diet diet late late aptit aptitud ude. e. esta establ blis ishe he
by ag 7-lo 7-long ng befo before re adul adulth thoo ood. d.
thermore, "target intelligenc intelligenc researcher researchers. s. a. th WI WISCis SCis fo chil childr dren en ts re ar al apti aptitu tude de test tests. s.
tude tude (p 446) 446)
Beni Benito to's 's chro chrono nolo logi gica ca ag (CA)wa (CA)wa 10 Kn Know owin in 10 solv solvin in th equa equati tion on ta ld
guis guis on academic inte intelli llige genc nce, e, as meas measure ure practical by inte intell llig igen ence ce test tests; s; intell intellige igence nce which which
creative on exce except ptio iona na abil abilit ity. y. (p 433) 433) hist histor oric ical al an atin atin
cros crosss-cu cult ltur ural al reas reason ons, s, al argu argu fo ir re rp th gap. gap. (pp. (pp. 460460-46 461) 1) ra
r. (p is
rl
(p
inte intell llig igen ence ce
(p
435) a. b. erba erba nd perf perfor or an inte intell llig ig nc ar both both meas measur ured ed by stan standa dard rd inte intell llig igen ence ce test test such such IS in an Wagn Wagner er's 's acad academ emic ic inte intell llig igen ence ce ad ic inte intell llig ig nc refe refers rs to skil skills ls asse assess ssed ed by inte intell llig igen ence ce test tests; s; prac practi tica ca inte intell llig igen ence ce appl applie ie for occupa occupation tional al succes success. s. th
(p
a. inte intell llig igen en it ou ould ld no have have on onte tent nt vali validi dity ty as test test of inte intell llig igen ence ce (p 44 448) 8) a. re su re ty or predi predict ctiv iv relia reliabi bilit lity. y.
conc conclu lusi sion ons, s, they they were were of cour course se misl misled ed ri ze rema remain in near near 100.(p 100.(p 444) 444)
ra
dimi dimi ishe ishe arro arro er th ra ge th less less prepredict dictiv iv th test test Also Also inte intell llig igen ence ce test test have have noth noth in to do it ap ines iness. s. (p 44
re hich hich in icat icates es that that inte intell llig igen ence ce is nl on co pone ponent nt of crea creati tivi vity ty (p 438) 438) 7. In
Essay Essay Questi Question on
nume numeric rical al scor scores es (p 442) 442) chro chrono nolo logi gica ca ag that that mo most st typi typica call ll corre corresp spon onds ds to iven iven leve leve erfo erform rman ance ce (p 443) 443)
know knowle le ge an here herefo fore re gi th te cont conten en vali vali ity. If achie achieve veme ment nt in psyc psycho holo logy gy cour course ses, s, th test test ques questi tion on info inform rmat atio io facu facult lt em er expe expect ct al psyc psyc ol gy majo majors rs to mast master er befo before re they they grad gradua uate te enab enable le ea in fu co pari pariso sons ns th es us
aj
en
co
devi deviat ates es abov abov or belo belo ck
used used re isio isio (p.443)
define ne (IQ) wa defi al
orig orig
ro
scor scores es as devi deviat atio ions ns from from this this aver averag age. e. (p 444) 444)
an re ac th aver averag age. e.
re et
ig
ri inal inal inte intell llig igen ence ce test test
10 Th inte intell llig igen ence ce quot quotie ient nt
re
io it If es reli reliab able le lter lterna nati ti ely, ely, yo
Bi et's et's
yo alre alread ad
rr sp it th test test in half half
know know (p
44
know knowle ledg dge. e. (p 444) 444) 3.
Ke Te ms
Wech Wechsl sler er dult dult Inte Intell llig igen ence ce Scal Scal (W IS is th os idel idel used used inte inte lige lige ce te t. is indi indi id ally ally ad inis iniste tere re cont contai ai 11 subt subtes ests ts an el ra rb
Writin Writin
scor score. e. (p 445) 445)
correlated.
Defini Definitio tions ns
ro rn know knowle ledg dg
to adap adap to ne
iden identi tifi fies es fact factor ors, s, or clus cluste ters rs of rela relate te
abil abilit ity, y, an
reas reason onin in
General intell intellige igence nce 3. General
thro throug ug
accord rdin in (g), acco fa
to Spea Spearm rman an rl ac
fact factor or anal analys ysis is (p 432) 432)
inte intell llig igen ence ce scor score, e, ye poss posses esse se on exce except ptio iona na abil abilit it fo exam exam le in mu musi si ra ing. ing. (p 33 anag anage, e,
rese resent nt th an
item items, s, that that ro
rb abil abilit it fact factor ors. s. (p 432) 432)
el ce nder nder tand tand an
stan standa dard rdiz izat atio io
situ situat atio ions ns (p, 431)
rc us emot emotio ions ns (p 436) 436)
fi
grou group. p. (p 446) 446)
re dist distri ribu buti tion on (fre (frequ quen ency cy of occu occurr rren ence ce
ri he aver averag ag an fe er ea th extr extrem emes es (p 447) 447) 6.
es cons consis iste tent nt resul results ts (p 448) 448) pred pred ct
at it is supp suppos osed ed to (p 448) 448)
(p.448) desi design gned ed to pred predic ict. t. (p 448) 448)
304
Chapte Chapte 11 Intell Intellige igence nce
Cross-Check
20.
e r io io n -r -r e la la t e als calle calle c r itit er ti
lo
if
DOWN
ACROSS
v a lili di di ty ty . (p 448) 448)
. a
ty
in
452)
l a ra 3. ment mental al reta retard rdat atio io n s criterion
9. prac practi tica ca 10.
13 4. 15 16 20
cm th iv te
ll titu titu
pred predic ictiv tiv norm normal al curv curv relia reliabi bilit lit ly effe effect ct cont conten en
perf perfor orma manc nce. e. (p 465) 465)
FOCUS ON OC
UL
ND
ANGU ANGU GE
Page debate in
sparked ic inte inte
natu nature re of repr repres esse se
reco recove vere re
s pa pa rk rk e d eb eb a e ) th larg larger er co unit unit
as
an
fals fals
emor emorie ies) s)
ell. ell.
What Is Intelligence? Page mb
:Yo
ls ti th simp simples les math mathem emat atica ica prob problem lem
(fac (facto to anal analys ysis is to iden identi tify fy gr up lu
item item that that
ilit ilitie ie in rela relati tive vely ly im le
en e r a l i n te te l lili g en en c e , or factor ( g en abilities. Page le an
of te
ro le
in
underl und erlyin yin
(dumbdiff differ eren en particu particular lar
th te of br
lo inte inte li a nc nc e o m
denc denc fo th no noti tion on of
brilliance)
ilit ilit
inte intell llig igen ence ces. s.
P a g e 434 ... t h e s t re re e t -s -s m a r t adol adoles esce cent nt wh beco become me iv is tt in to if crafty Ho ar Gard Gard er's er's ei ht inte intell llig igen ence ces. s. an exam exam le inte intell llig ig le lity lity to iv in s tr tr ee ee t s ma m a r beco beco in clev clev (crafty) executive. 435: ... eopl eopl av Page 435: go good od prac practi tica ca mana manage geri rial al inte intell llig igen ence ce ma no scor scor vati vating ng peop people le assi assign gnin in work work to othe others rs appr approp opri riat ateely an kn in an un erst erstan an in pe ples ples need needs, s, desi desire res, s, an ambi ambiti tion on inte inte li emotional emotional intelligence) intelligence)
ti
Page
in varieties an chal challe le ge to educ educ tion tion Th expr expres essi sion on "var "varie iety ty ad pice pice to life life sugsugts th in if ie te to ak life life or inte intere re ti The a dddd s p i
tu ti if
ulti ultipl pl
ta iz
an
in
ua skil skills ls an ther ther cogn cognit itiv iv dysf dysfun unct ctio io s, they they ma be capa capabl bl of ou outs tsta tand ndin in perf perfor orma manc nc in comutat utatio io em ry fo usic usic eard eard only only nce, nce, ra
Page 438 ... le denly
io te ly
ileswh ileswhen en he even eventu tual ally ly solv solved ed
er at's at's la theo theo (pondering) about
othe othe chil childr dren en th am ag (e.g (e.g., ., 0- earear- ld th av ld ld
("dull"). nove nove an valu valuab able le idea ideas. s.
P a g e 43 439: 9: Even Even iles iles and wrestled th th la ti form former er stud studen ent. t. Don' Don' take take this this lite litera rall lly. y. Wi Wile le made made se th no le ge an isdo isdo of coll collea ea ue an form former er tude tudent nt
year year-o -old ld did) did) woul woul be cons consid ider ered ed deve develo lopm pmen enta tall ll adva advanc nced ed or prec precoc ocio ious us ("bright").
P a g e 44 443:To 3:To rais rais th capa capaci citi ties es of lowlow-sc scor orin in " me m e n a l o r h op o p ed e d ic ic s lf
th solu soluti tion on to Ferm Fermat at's 's theo theore re problem).
P a g e 44 .. appr approp opri riat atel el
wr
im
h e d a Today, cholog chology) y) is curren currently tly Today, neurol neurologi ogi ca psyc psycho holo logy gy is enjo enjoyi ying ng un unpr prec eced eden ente te pros prospe peri ri is ly ty ar in lo in lu in inte intell llig igen ence ce yers yers wond wonder er if will will ulti ultima mate tely ly be able able to escr escrib ib an expl explai ai gene genera ra inte intell llig igen ence ce (g in iolo iolo ic if im ly no noti tion on (are (are we wrongheaded). Perh Perhap ap inte intelli llige genc nc is no sing single le trai trai ut co bi atio atio ulti ulti le abil abiliities ties Th inte intens ns deba debate te abou abou ha inte intell llig igen ence ce real real ly is still still conti continu nues es
Asses Assessi sing ng Inte Intell llig igen ence ce Page 442:As heirs to Plat Plato' o' indi indivi vidu dual alis ism, m, peop people le in pondered West Wester er socie societie tie have have idua iduals ls iffe iffer. r. este estern rn cult cult re as in erit erited ed lato lato's 's indi indivi vidu dual alis is hus, hus, ar th reci reci ient ient (heirs) of is in th ig in ivid ivid (ponder) abou abou ow an hy thes thes iffe iffere renc nces es ccur ccur he ci cent centur ur
"dull"
in l-
il le
id io rt r t ho ho p ed ed ic ic s. s. "
(Orthopedics
P a g e 441:The 441:The neur neurol olog ogic ical al appr approa oach ch to unde unders rstan tandd-
ts th re
ie
" m en e n ta ta l
ther ther is osit ositiv iv corr correl elat atio io et ee inte intell llig igen ence ce test test sc re an th spee spee em nstr nstrat ated ed on umbe umbe of perce percept ptua ua an neur neurol olog ogica ica tests tests
Page
id
th ik ly
itho ithout ut dela delay. y. (Dim-witted
e a rn r n e st st ) abou abou
in
wi
quick-witted?
began began seriou seriously sly ( i
li
chil chil that
ag
chil chil
shou should ld
"bright" chil chil as does does ty ical ical olde olde chil child. d. hild hildre re de elop elop inte intell llec ectu tual ally ly at diff differ eren en rate rate an so Bine Bine mental age. Chil Childr dren en ho erfo erform rmed ed elow elow th aver averag ag le el of
e n ta t a l o rt r t ho ho p ed ed ic ic s muscle musc les, s, espe especi cial ally ly in chil childr dren en " m en ould ould appl appl th sa prin princi cipl ples es to th mind mind.) .) Page
In
th it Terman is th inte inte li ur ta ta i n g h e ence ence test test ould ould "ult "ultim imat atel el resu result lt in c ur r ep ep ro r o du d u c o n o f e eb e b le le -m -m in i n de d e d n es es s pauperism, n d u st st ri ri a i ne n e ffff ic ic ie ie n cy c y " (p 7) Term and i nd Terman an's 's beli belief ef that that es ld ll te (eugenics) le im to spec specul ulat at that that th se inte intell llig igen ence ce te ts coul coul re ul in re ucin ucin th um umbe be chil childr dren en ho cu ai ng he ep oth lo inte intell llig ig d u c ttii o o f f e e bl bl ee- m in i n d ed e d n e ss ss ) He al beli believ eved ed that that th ides idespr prea ea se of inte intell llig igen ence ce test test ould ould ge ri f, or redu reduce ce crim crime, e, pove poverty rty (pauperism), an lo rk in d u st st ri ri a i ne n e ffff ic ic ie ie n cy cy ) er pro produc ductivi tivity ty ( in
P a g e 445: 445: Actu Actuall ally, y, th test test an achievement (achievement),
as
diff differe erenc nces es betw betwee ee aptitude clear-cut. Some en ilit ilit le el as pred predic ic yo futu future re ca acit acit (aptitude).
cut) isti isti ctio ctio et ee apti aptitu tude de an tests. is ti te es
(clearac ieve ieve en it
en abili ability ty and. and.sk skill ill
P a g e 47:· 47:·.. core core ofte ofte form form ro ghly ghly ym etri etri cal, cal, bell bell-s -sha hape pe dist distri ribu buti tion on clustered ia th ig t, heig height ht inte intell llig igen ence ce etc. etc. foll follow ow bell bell-s -sha hape pe curv curv he plot plotte te freq freq ency ency dist distri ribu buti tion on inte intell llii-
.l
ulleuigence
l. l.
genc genc test tests, s, th aver averag ag is 100; 100;mo most st scor scor
(68% (68%)ar )ar
together (clustered) near near th mean mean (average).
P a g e 448:
ap
m ea e a su su r
to easu easure re peop people le's 's heig height hts, s, your your heig height ht repo report rt ou ould ld have have high high reliability (cons (consist isten ency cy but low validity. In reliable, th inst instru rume ment nt shou should ld
ap
m e as as ur ur e
(inaccurate),
reliability
criterion
extr extrem em negl neglec ec wa seve severe re depr depres essi sion on an gene genera ra ment mental al an phys physic ic pass passiv ivit it (the (the hild hildre re beca became me heir heir in or mp (native) intellectual
(bludgeoning) ph al nd mo na ne rs note notes, s, seve severe re li expe experi rien ence ce do leav leav foot footpr prin ints ts on th brai brain; n; that that is they they ca affe affect ct brai brai deve develo lopm pmen en subs subs ue ogni ogni iv ilit ility. y. unt' unt' inte interv rv the strong strong influ influenc enc of envir environm onmen ent. t. rly, P a g e 461: Si il rly,
accurately meas measur ur h e D yn y n aam mi Pa
of nt
ha it is supp suppos osed ed to meas measur ure. e.
more
nc
evel evelop op enta enta
th sy ol gi do n, gend gender er simi simila lari riti ties es vast vastly ly outn outnum umbe be gend gender er diff differ er
newsworthy. rese resear arch cher er
infa infant nts' s' late late inte intell llig igen ence ce Ca
have have left left fe
pred predic ic late late leve leve
infa infant nt an very very youn youn hild hildre ren? n? Rese Resear ar hers hers have have exam examin ined ed ever ever po poss ssib ible le vari variab able le ha
s to to ne n e s u n u rn rn ed ed ) indica cato to (crude) indi nt lige lige nv lv bs rvin rvin dren dren habi habitu tuat at to g e b or th or e sl se pi ture ture pare pare
of late late qu kl hilhiloo in revi revi on
P a g e 45 lu m 452:Du 2:Duri ring ng th last last tw cent centur urie ies, s, t h p e n dduu lu o f o p n io io n c o mp m p le le t s w in in g Over ti
re ys ta ly reta retard rd -f rs om dent dentia ia scho school ols, s, then then in mass massiv iv
ke of th th in re inst instit itut utio ions ns (ware-
houses norm normal al situ situat atio io in hich hich they they ar inte integr grat ated ed (mai (mainnstre stream amed ed into into regu regula la clas classr sroo oo s. ur view view abou abou
newsworthy). P a g e 463: 463: he re if renc renc re sharpest Althou ough gh th vari variab abil ilit it in abil abilit it is grea greate te extremes. Alth betw betwee eenn-gr grou ou te
re
male male-f -fem emal al re
otic otic
bl
diff differ eren ence ces. s. Th diff differ er
(sharpest) (extremes)
id le Thus Thus on he very very ighe ighest st scor scor math math th majo majori rity ty ar like likely ly to be male male
Page 464 .. ie
workshops
mp
mp
hist histor oric ic ly
c om om pu pu t
in
Beca Becaus us math math an ie ub
c am am p
gr te nd gr te um le re nv lv in math math an scie scienc nce, e, an th male male-f -f male male diff diff renc renc in sc re th subj subj is in sm ll e n de de r g a n ar a r ro ro w in in g smaller h e g en
other
swing). Intelligence P a g e 457 457:Extre :Extreme me depri depriva vatio tio intelligence.
as t o u n um u m b er er ) simila similarit ritie ie overw overwhe helm lm v as simi simila lari riti ties es we ar more more intr intrig igue ue by th diss dissim imil ilar ar
l u d ge ge on o n in in g n a t v e wa b lu
;O¢~
