The correct answer appears first and is boldface.

1. d. Cattell and Horn distinguished between fluid (biologically based) and crystallized (culturally acquired) intelligence.

a. Thurstone identified seven mental abilities as components of intelligence.

b. Spearman emphasized a general intelligence factor (g) along with a few specific abilities, (s's).

c. Binet was the originator of a standard intelligence test often used to determine IQ. He did not distinguish between fluid and crystallized intelligence.

2. a. Rapid habituators are assumed to process information more quickly than slow habituators. The fact that rate of habituation is related to later cognitive performance supports (but does not prove) the idea that speed of information processing is a component of intelligence.

b. Standardized tests of intelligence do not measure speed of processing; the statement is true, however.

c. While this statement is true, it does not address the issue of speed of processing.

d. This statement is also true, but it does not address the issue of speed of processing.

3. c. One of Gardner's seven distinct intelligences is interpersonal intelligence, the ability to "read" others.

a. Spearman believed that intelligence consists primarily of a general intelligence factor; he did not describe a specific intellectual ability involving social knowledge, such as being able to understand body language.

b. Thurstone described intelligence as composed of seven separate abilities, but social knowledge (such as being able to understand body language) was not one of them.

d. Binet helped create the first formal intelligence test, but he did not propose that intelligence includes social knowledge.

4. d. Although we tend to use IQ as a term synonymous with intelligence, studies indicate that IQ may or may not be a good measure of intelligence.

a. Modern standardized tests of intelligence are based on the assumption that IQ scores are normally distributed in the population.

b. Although modern IQ scores are no longer quotients, this abbreviation for intelligence quotient is still used today to describe the score on an intelligence test.

c. An IQ refers only to the score a person obtains on an intelligence test, not to his or her level of intellectual functioning.

5. d. A child who scores lower than 70 on an IQ test is considered to be mentally retarded.

a. A score over 110 is an above-average IQ score. Because Phoebe is mentally retarded, she cannot have an above-average IQ.

b. A score of 100 is an average IQ score. Because Phoebe is mentally retarded, she cannot have an average IQ.

c. A child who receives an IQ score of 85 is below average in intelligence but has not scored low enough to be classified as mentally retarded.

6. d. Research by Terman carried out over a number of decades suggests that gifted children such as Wilma are leaders among their peers.

a. Research by Terman carried out over a number of decades did not find that gifted children were "bookish."

b. Research by Terman carried out over a number of decades did not find that gifted children were antisocial; therefore, Wilma is not likely to be socially withdrawn.

c. Research by Terman carried out over a number of decades did not find gifted children to be frail.

7. a. Sternberg's triarchic theory does not propose that a larger working memory is the basis for giftedness.

b. In Sternberg's view, gifted children select and organize strategies and information, a metacognitive capacity, more effectively than other children.

c. In Sternberg's view, gifted children recognize more useful strategies for dealing with novel problems than other children.

d. Research suggests that gifted children are more efficient and speedier in processing information than other children.

8. a. The Fagan Test of Infant Intelligence is based on the infant's tendency to respond to novelty and correlates well with IQ scores three years later.

b. Even if it were easy to administer, the Fagan Test would not likely become popular unless it were correlated with later intelligence.

c. The Fagan Test does measure visual attention and is reliable, however, it would not likely become popular unless it were correlated with later intelligence.

d. The Fagan Test does not measure crystallized intelligence.

9. c. The average correlation between IQ scores and educational achievement is about .50.

a. Although a relationship between IQ scores and job performance and status has been found, a stronger relationship exists between IQ and school achievement.

b. IQ scores do not predict mental health.

d. IQ scores do not predict the amount of money people will make.

10. b. In the hands of a good clinician, individual intelligence test scores may point out strengths and weaknesses with respect to intellectual difficulties or learning problems.

a. Performance on an IQ test may be affected by motivation; however, the clinician will need to consider other aspects of the child's behavior to determine if this factor affected performance. The IQ score alone provides no information about the child's motivation.

c. The use of labels such as "slow learner" may affect the teacher's interactions with the child. A clinician will likely avoid the use of IQ scores to label children.

d. Performance on IQ tests does not have direct implications for educational practices such as assigning children to reading or math groups. These decisions are more appropriately determined on the basis of performance in such classes. The practice of grouping itself is a controversial issue.

11. b. It is likely that because of Nassir's cultural background, he was not familiar with the content of the intelligence test and thus scored low; that is, the test may not have been culturally fair.

a. Because Nassir did well in school in his home country, it is unlikely that he is below average in intelligence.

c. Intelligence tests measure much more than visual-spatial skills; thus, Nassir's poor performance on the test is unlikely to be largely a result of poor visual-spatial skills.

d. Although low motivation is a possible explanation, the question provides no information about Nassir's motivation.

12. c. Differences in test scores between Caucasian and African American children are smaller when the Kaufman Assessment Battery, a test designed to be culturally fair, is given than when tests such as the WISC-R are given.

a. Although the Raven Progressive Matrices is assumed to contain minimal cultural bias, Caucasian children still score higher on this test than African American children do.

b. The WISC-R, like the Stanford-Binet, is a traditional test of intelligence that has been criticized as being culturally biased.

d. The Stanford-Binet, like the WISC-R, is a traditional test of intelligence that has been criticized as being culturally biased.

13. d. No research evidence exists to indicate that disciplining the child on a regular basis promotes intelligence. Excessively interfering with and restricting the child in daily activities may be negatively correlated with intellectual development.

a. Being responsive to and emotionally supportive of children at twelve months of age is correlated with intellectual development in preschoolers.

b. Providing toys and interesting activities for children at twelve months of age is correlated with intellectual development in preschoolers.

c. Interacting with children in a variety of daily activities at twelve months of age is correlated with intellectual development in preschoolers.

14. a. Although structural equation modeling cannot provide an unequivocal answer to which variables cause others, it is a more powerful technique than correlation for drawing conclusions about causality between variables.

b. Structural equation modeling demands fairly sophisticated statistical skills and still may require testing of large numbers of children.

c. One of the most important requirements of structural equation modeling is that the researcher specify precisely how certain variables are likely to be related to one another before inspecting the data. The procedure does not automatically yield a path indicating the direction of causality among variables.

d. An important assumption about structural equation modeling is that a predicted pattern of findings must be tested against the actual results that are obtained in the study. Thus, the usefulness of the analytic technique derives from seeing how closely a specific pattern of results fits with those that are predicted.

15. b. Although short-term benefits of Head Start and the Abecedarian Project for intellectual development have been demonstrated in at-risk children, the long-term benefits remain uncertain.

a. The short-term benefits for intellectual development of both intervention programs have been demonstrated for at-risk children.

c. Neither Head Start nor the Abecedarian Project has included middle-class children; therefore, the short-term consequences of such intervention programs for this population of children are unknown.

d. Neither Head Start nor the Abecedarian Project has included middle-class children; therefore, the long-term consequences of such intervention programs for this population of children are unknown.

16. a. Crystallized intelligence, as posited by Horn and Cattell, consists of skills acquired as a result of living in a specific culture. Crystallized intelligence generally increases through middle age.

b. Contextual intelligence is part of Sternberg's theory, and is concerned with adaptation to one's environment.

c. Fluid intelligence are basic, biological abilities, such as processing speed, that are not affected by culture. Reading comprehension would not be fluid intelligence, as it is greatly influenced by culture.

d. Two-facet intelligence, again part of Sternberg's theory, describes abilities to process novelty.

17. d. The K-ABC is an intelligence test specifically designed for 2-12 year olds, and is based on the assumption that intelligence is related to quality of mental processing. Both examples described in the question are used in the K-ABC.

a. The Raven Progressive Matrices test is a nonverbal test of cognitive ability that is presumed to have little cultural bias.

b. HOME is not an intelligence test. Rather, it is a survey used to determine the quality of a child's home environment.

c. Although the WISC-R is used for children 6-16 years old, the protocol is very strict. Test administrators would not explain items children did not understand, as they follow a standard script while administering the test.

18. c. Nancy Bayley found that scores on infant IQ tests were not particularly stable and only when a child reached five years old was there a significant correlation between the child's IQ and their IQ as an adult.

a. IQ at one year is not predictive of adult IQ.

b. IQ at three years is not predictive of adult IQ.

d. Although the correlations are modest (.61), after age 5, children's IQ are predictive of their adult IQ.