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.
Intelligence
Intelligence
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.
A. Thurstone
B. Sternberg
C. Gardner
D. Spearman
A. emotional intelligence
B. divergent thinking.
C. analytical intelligence.
D. logistical intelligence.
A. extrinsic motivation
B. level of adjustment
C. persistence
D. sibling rivarly
A. neuromuscular training because such skills underlie general intelligence.
B. training in logic, rhetoric, philosophy and math to strengthen the general factor in intelligence.
C. emphasis on creative, artistic abilities rather than the traditional emphasis on cognitive abilities.
D. a diverse curriculum with education in skills not traditionally associated with IQ.
A. common hereditary factors.
B. common environmental factors.
C. genetic effects.
D. effects of intrauterine environment.
