A. decreased; restandardized
B. decreased; factor analyzed
C. increased; factor analyzed
D. increased; restandardized
Author: Lubaba Zarshal
A. reliable; valid
B. reliable; normal
C. valid; reliable
D. standardized; valid
A. standardization.
B. reification.
C. heritability.
D. convergent thinking.
A. demonstrating a high level of emotionol intelligence.
B. gifted with a superior level of Sperman’s g factor.
C. someone with savant syndrome
D. above average is her capacity for divergent thinking.
A. negative; negatively
B. positively; not
C. positively; negatively
D. positively; positively
A. Spearman’s belief in a general intelligence or g, factor.
B. Cantor and Kihlstrom’s distinction between academic and social intelligence.
C. Eysenck’s idea that intelligence is linked to information processing speed.
D. Gardner’s argument for multiple intelligences.
A. evaluate how accurately test items predict a criterion behavior.
B. derive IQ scores by comparing mental age with chronological age.
C. extract test norms from a standardization sample.
D. identify clusters of closely related test items
A. the Flynn effect.
B. divergent thinking.
C. savant syndrome.
D. stereotype threat.
A. creation of special education programs for intellectually inferior children.
B. use of factor analysis for identification of various types of intelligence.
C. federal programs, such as Head Start, to assist students from poverty areas.
D. selective breeding of highly intelligent people.
A. norms
B. validity.
C. reliability.
D. stability.
