Intelligence

A. the stereotype threat.
B. standardization.
C. reliability.
D. convergent thinking

A. the ability to arrive at innovative solutions to problems.
B. adapting to different environments
C. knowledge of one’s culture.
D. the ability to think or reason abstracity.

A. dropped out of high school and became entrepreneurs.
B. tended to live just as long as their lower IQ score counterparts.
C. had higher than average physical and mental health
D. became world-famous inventors, writers, artists, etc.

A. deal with the concept of mental age vs. chronological age.
B. include items for adults.
C. attempt to test the ability to reason.
D. assume that children’s ability increased with age.

A. smaller synaptic gaps
B. longer axons
C. higher dopamine levels
D. greater neural plasticity

A. Wechsler tests
B. Stanford-Binet tests
C. IQ tests
D. Reaction time tests

A. 25% to 35%
B. 50% to 60%
C. 50% to 80%
D. 0% to 100%

A. Disadvantaged social groups are treated differently
B. Socio-economic status provides different oppurtunities
C. IQ test are biased against minority groups
D. all of the above

A. Bias in testing.
B. Genetics.
C. Environmental differences.
D. Lack of effort.

A. The first route to knowledge is through thought (central processes).
B. The thought route to knowledge is unrelated to individual differences in IQ.
C. Thoughtful problem solving can be done either by verbalizing a problem (using language-like propositions to think) or by visualizing (usingvisou-spatial representations to think.
D. We need two different kinds of knowledge acquisitions routines, each generated by one of two specific processors.