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Intelligence Quiz - Quiz

This tests your knowledge of the Intelligence chapter of the Meyer's textbook in order to review for the AP Exam.


Questions and Answers
  • 1. 

    What do intelligence tests use to compare individuals' mental aptitudes to one another?

    • A.

      Percentages wrong

    • B.

      Numerical scores

    • C.

      Scores on one question in particular

    • D.

      The individual's degree of guessing

    • E.

      The number of questions correct in a row

    Correct Answer
    B. Numerical scores
    Explanation
    Intelligence tests use numerical scores to compare individuals' mental aptitudes to one another. These scores are based on the performance of individuals on the test, indicating their level of intelligence relative to others. By assigning numerical values to the test results, it becomes easier to compare and rank individuals based on their mental abilities.

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  • 2. 

    Who created the first test of intelligence in Paris?

    • A.

      Terman

    • B.

      Gardner

    • C.

      Freud

    • D.

      Binet

    • E.

      Stern

    Correct Answer
    D. Binet
    Explanation
    Binet created the first test of intelligence in Paris.

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  • 3. 

    What was the goal of the first intelligence test?

    • A.

      To give certain kids an advantage in their futures

    • B.

      To label children

    • C.

      To measure mental age

    • D.

      To know how many kids were smart overall

    • E.

      To give certain kids some confidence

    Correct Answer
    C. To measure mental age
    Explanation
    The goal of the first intelligence test was to measure mental age. This means that the test aimed to assess an individual's cognitive abilities and compare them to the average abilities of individuals in different age groups. By measuring mental age, the test could provide insight into a person's intellectual development and potential.

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  • 4. 

    Why did Terman revise the original intelligence test?

    • A.

      The writer of the original test didn't want anybody else to use his

    • B.

      The original one was in French

    • C.

      The original one wasn't very compatible with California students

    • D.

      The original test was too short

    • E.

      The original test was too inaccurate overall

    Correct Answer
    C. The original one wasn't very compatible with California students
    Explanation
    Terman revised the original intelligence test because it was not very compatible with California students. This suggests that the test did not effectively measure the intelligence of the students in California, possibly due to cultural or regional differences. By revising the test, Terman aimed to create a more accurate assessment tool that would better reflect the intelligence of California students.

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  • 5. 

    Who derived the intelligence quotient?

    • A.

      Terman

    • B.

      Binet

    • C.

      Gardner

    • D.

      Stern

    • E.

      Bandura

    Correct Answer
    D. Stern
    Explanation
    Stern is the correct answer because he is the one who derived the intelligence quotient.

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  • 6. 

    Terman advocated the use of his intelligence test for:

    • A.

      Eugenics

    • B.

      Tracking children

    • C.

      Equality in education

    • D.

      College entrances

    • E.

      Whoever wanted to compare themselves to the rest of society

    Correct Answer
    A. Eugenics
    Explanation
    Terman advocated the use of his intelligence test for eugenics. Eugenics is the study of or belief in the possibility of improving the qualities of the human species or a human population, especially by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics) or encouraging reproduction by persons presumed to have inheritable desirable traits (positive eugenics). Terman believed that by identifying individuals with high intelligence, they could be encouraged to reproduce and pass on their desirable traits to future generations, while discouraging reproduction by those with lower intelligence.

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  • 7. 

    What is used to identify different dimensions of performance that underlie one's total score on an intelligence test?

    • A.

      Factor analysis

    • B.

      The normal curve

    • C.

      Content validity

    • D.

      Test reliability

    • E.

      Test standardization

    Correct Answer
    A. Factor analysis
    Explanation
    Factor analysis is used to identify different dimensions of performance that underlie one's total score on an intelligence test. It helps in understanding the underlying factors or components that contribute to overall performance on the test. By analyzing the correlations between different test items, factor analysis can determine the underlying factors that explain the patterns of performance. This allows for a deeper understanding of the specific abilities or dimensions that contribute to intelligence and helps in interpreting test scores more accurately.

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  • 8. 

    Who introduced the theory of multiple intelligences?

    • A.

      Freud

    • B.

      Skinner

    • C.

      Bandura

    • D.

      Gardner

    • E.

      Terman

    Correct Answer
    D. Gardner
    Explanation
    Howard Gardner introduced the theory of multiple intelligences. This theory suggests that intelligence is not a single, fixed entity, but rather a combination of different types of intelligences, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. Gardner's theory revolutionized the traditional understanding of intelligence and provided a more comprehensive and inclusive perspective on human abilities and talents.

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  • 9. 

    Which of these is NOT one of Gardner's original multiple intelligences?

    • A.

      Music

    • B.

      Bodily-kinesthetic

    • C.

      Cooking

    • D.

      Linguistic

    • E.

      Logical-mathematical

    Correct Answer
    C. Cooking
    Explanation
    The question is asking for the option that is NOT one of Gardner's original multiple intelligences. Gardner's original multiple intelligences include music, bodily-kinesthetic, linguistic, and logical-mathematical. Cooking is not one of the original multiple intelligences identified by Gardner.

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  • 10. 

    What is the correlation between head size and intelligence score?

    • A.

      +.50

    • B.

      +.15

    • C.

      -.50

    • D.

      -.15

    • E.

      None

    Correct Answer
    B. +.15
    Explanation
    The correlation between head size and intelligence score is +.15. This means that there is a positive correlation between head size and intelligence score, but it is relatively weak. A correlation of +.15 suggests that as head size increases, intelligence score also tends to increase, but the relationship is not very strong.

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  • 11. 

    Which of these is a part of creativity?

    • A.

      Expertise

    • B.

      A venturesome personality

    • C.

      Intrinsic motivation

    • D.

      A stimulating environment

    • E.

      All of the above

    Correct Answer
    E. All of the above
    Explanation
    Creativity involves various elements, including expertise, a venturesome personality, intrinsic motivation, and a stimulating environment. Expertise refers to having knowledge and skills in a particular area, which allows individuals to think innovatively. A venturesome personality involves being open to taking risks and exploring new ideas. Intrinsic motivation drives individuals to engage in creative activities for personal satisfaction rather than external rewards. Lastly, a stimulating environment provides the necessary resources, support, and inspiration for creative thinking. Therefore, all of these factors contribute to creativity.

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  • 12. 

    Emotional intelligence:

    • A.

      Isn't as useful as academic intelligence.

    • B.

      Makes it hard to succeed in life.

    • C.

      Means you are too sensitive to others.

    • D.

      Ties hand-in-hand with creativity.

    • E.

      Is often more useful than academic intelligence.

    Correct Answer
    E. Is often more useful than academic intelligence.
    Explanation
    This answer suggests that emotional intelligence is often more beneficial or advantageous compared to academic intelligence. This implies that having a high level of emotional intelligence can be more helpful in various aspects of life, such as relationships, communication, problem-solving, and overall success. It indicates that being able to understand and manage emotions, as well as empathize with others, can have a significant impact on one's personal and professional life.

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  • 13. 

    What is the most widely-used intelligence test?

    • A.

      Stanford-Binet test

    • B.

      Wechsler Adult Intelligence Scale

    • C.

      The Mensa entrance exam

    • D.

      The SATs

    • E.

      The ACTs

    Correct Answer
    B. Wechsler Adult Intelligence Scale
    Explanation
    The Wechsler Adult Intelligence Scale is the most widely-used intelligence test. It is a comprehensive assessment tool that measures an individual's cognitive abilities and provides a detailed profile of their intellectual strengths and weaknesses. The test is widely recognized and used by psychologists and researchers in various fields, such as clinical psychology, neuropsychology, and education. It has been standardized on a large and diverse population, making it a reliable and valid measure of intelligence in adults.

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  • 14. 

    Why are tests standardized?

    • A.

      To define meaningful scores when compared with those of the pretested group

    • B.

      To make sure the test measures the correct skill

    • C.

      To make the test results good for one group, but worse for another

    • D.

      To make the test graders busier

    • E.

      To make the scores stable over time

    Correct Answer
    A. To define meaningful scores when compared with those of the pretested group
    Explanation
    Tests are standardized to define meaningful scores when compared with those of the pretested group. This means that the scores obtained by individuals can be compared and interpreted accurately, as they are based on a standardized scale. Standardization ensures that the test is fair and reliable, allowing for consistent measurement of skills or abilities across different individuals or groups. It also helps in establishing a baseline for future comparisons and tracking progress over time.

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  • 15. 

    What percent of test scores lie within 15 points of 100?

    • A.

      58%

    • B.

      60%

    • C.

      65%

    • D.

      68%

    • E.

      70%

    Correct Answer
    D. 68%
    Explanation
    The correct answer is 68% because it is the percentage of test scores that lie within 15 points of 100. This means that if we consider a range of scores from 85 to 100, 68% of the scores fall within this range.

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  • 16. 

    What does the Flynn effect tell us?

    • A.

      Scores have been stable over time

    • B.

      Scores have risen than fallen over time

    • C.

      Scores have fallen over time

    • D.

      Scores have fallen then risen over time

    • E.

      Scores have risen over time

    Correct Answer
    E. Scores have risen over time
    Explanation
    The Flynn effect refers to the phenomenon where average IQ scores have been consistently increasing over time. This means that people in more recent generations tend to score higher on IQ tests compared to those in earlier generations. This suggests that there has been a general improvement in cognitive abilities and intelligence over the years.

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  • 17. 

    What is the extent to which a test yields consistent results?

    • A.

      Validity

    • B.

      Standardization

    • C.

      Reliability

    • D.

      Predictive validity

    • E.

      Criterion

    Correct Answer
    C. Reliability
    Explanation
    Reliability refers to the extent to which a test consistently produces the same results over time. It measures the stability and consistency of the test scores. A reliable test will yield similar results when administered to the same group of individuals multiple times. Reliability is important because it ensures that the test is measuring what it intends to measure and that the results are not influenced by random factors or errors.

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  • 18. 

    Content validity is to predictive validity as:

    • A.

      Standardization is to reliability.

    • B.

      Nature is to nurture.

    • C.

      As achievement is to aptitude.

    • D.

      The Stanford-Binet is to the WAIS.

    • E.

      Reward is to punishment.

    Correct Answer
    C. As achievement is to aptitude.
    Explanation
    Content validity refers to the extent to which a test measures the specific content or domain it is intended to measure. Predictive validity, on the other hand, refers to the extent to which a test accurately predicts future performance or outcomes. Similarly, achievement is a measure of what an individual has already accomplished, while aptitude is a measure of an individual's potential or ability to learn and succeed in the future. Therefore, the relationship between content validity and predictive validity is analogous to the relationship between achievement and aptitude.

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  • 19. 

    What may indicate an infant's later intelligence level?

    • A.

      How long he or she stares at a single picture

    • B.

      How often he or she cries

    • C.

      How big his or her head is

    • D.

      How early he or she walks

    • E.

      How long he or she sleeps

    Correct Answer
    A. How long he or she stares at a single picture
    Explanation
    The length of time an infant stares at a single picture may indicate their later intelligence level because it suggests their ability to focus and sustain attention. Infants who are able to focus for longer periods of time may have better cognitive abilities and be more likely to develop higher intelligence levels as they grow older.

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  • 20. 

    By age 4, a child's:

    • A.

      Scores on intelligence tests start to decrease.

    • B.

      Scores on intelligence tests start to stabilize.

    • C.

      Scores on intelligence tests are very unreliable still.

    • D.

      Scores on intelligence tests surpass those of his or her parents.

    • E.

      Scores on intelligence tests start predicting later scores.

    Correct Answer
    E. Scores on intelligence tests start predicting later scores.
    Explanation
    By age 4, a child's scores on intelligence tests start predicting later scores. This means that the scores obtained by a child on intelligence tests at this age can provide valuable information about their future performance on intelligence tests. This suggests that the scores on intelligence tests at age 4 have some level of stability and can be used to predict the child's cognitive abilities and potential in the future.

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  • 21. 

    After age 7, a child's:

    • A.

      Scores on intelligence tests start to stabilize.

    • B.

      Scores on intelligence tests keep increasing.

    • C.

      Scores on intelligence tests start predicting later scores.

    • D.

      Scores on intelligence tests surpass those of his or her parents.

    • E.

      Scores on intelligence tests start to decrease.

    Correct Answer
    A. Scores on intelligence tests start to stabilize.
    Explanation
    After age 7, a child's scores on intelligence tests start to stabilize. This means that their scores become more consistent and less likely to change significantly over time. This is because by age 7, a child's cognitive abilities have developed to a certain extent, and further improvements in intelligence may occur at a slower rate. Therefore, the child's scores on intelligence tests are not expected to keep increasing, start predicting later scores, surpass those of their parents, or start to decrease.

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  • 22. 

    1% of the population in the low extreme of intelligence have scores below:

    • A.

      90

    • B.

      85

    • C.

      80

    • D.

      75

    • E.

      70

    Correct Answer
    E. 70
    Explanation
    This question is asking for the score below which 1% of the population in the low extreme of intelligence falls. The given options are 90, 85, 80, 75, and 70. The correct answer is 70 because it is the lowest score among the options provided and represents the threshold below which only 1% of the population in the low extreme of intelligence falls.

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  • 23. 

    What percent of the population is "gifted"?

    • A.

      6-8%

    • B.

      5-7%

    • C.

      4-6%

    • D.

      3-5%

    • E.

      2-4%

    Correct Answer
    D. 3-5%
    Explanation
    The correct answer is 3-5%. This range suggests that approximately 3-5% of the population can be classified as "gifted". This implies that a small percentage of individuals possess exceptional intellectual or creative abilities compared to the majority of the population.

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  • 24. 

    What is NOT a consequence of tracking?

    • A.

      Lower self-esteem

    • B.

      Having no friends

    • C.

      Self-fulfilling prophecies

    • D.

      Prejudice

    • E.

      None of the above

    Correct Answer
    B. Having no friends
    Explanation
    Tracking refers to the practice of separating students into different classes or groups based on their academic abilities. The consequences of tracking can include lower self-esteem, self-fulfilling prophecies, and prejudice. However, having no friends is not a direct consequence of tracking. While tracking can potentially lead to social isolation or limited peer interactions, it is not necessarily a guaranteed outcome. Therefore, having no friends is not a consequence of tracking.

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  • 25. 

    What is the order of intelligence score similarity from greatest to least?

    • A.

      Identical twins raised together, fraternal twins raised together, identical twins raised apart

    • B.

      Identical twins raised apart, fraternal twins raised together, identical twins raised apart

    • C.

      Identical twins raised together, identical twins raised apart, fraternal twins raised together

    • D.

      Identical twins raised apart, identical twins raised together, fraternal twins raised together

    • E.

      Fraternal twins raised together, identical twins raised together, identical twins raised apart

    Correct Answer
    C. Identical twins raised together, identical twins raised apart, fraternal twins raised together
    Explanation
    The order of intelligence score similarity from greatest to least is determined by the level of genetic similarity and environmental similarity. Identical twins raised together have the highest level of genetic similarity and shared environment, leading to the highest similarity in intelligence scores. Identical twins raised apart still have a high level of genetic similarity but different environments, resulting in slightly lower similarity in intelligence scores. Fraternal twins raised together have lower genetic similarity and shared environment, leading to the lowest similarity in intelligence scores among the given options.

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  • 26. 

    As adopted children grow, their intelligence score similarities to their adoptive parents:

    • A.

      Disappear

    • B.

      Become stronger

    • C.

      Become weaker, but are still there

    • D.

      Become weaker, then stronger

    • E.

      Do not change

    Correct Answer
    A. Disappear
    Explanation
    As adopted children grow, their intelligence score similarities to their adoptive parents disappear. This means that as the children get older, their intelligence scores become less similar to those of their adoptive parents. This could be due to a combination of genetic factors from their biological parents and environmental factors that influence their cognitive development.

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  • 27. 

    Differences in intelligence scores from one ethnic group to another are the product of:

    • A.

      Different genetics.

    • B.

      Different environments.

    • C.

      Different holidays.

    • D.

      Different tests.

    • E.

      Different brain sizes.

    Correct Answer
    B. Different environments.
    Explanation
    The answer "different environments" suggests that the differences in intelligence scores between ethnic groups are influenced by the various social, cultural, and economic factors that individuals from different ethnic groups may experience. These factors can include access to education, socioeconomic status, cultural norms and values, and exposure to different opportunities. It implies that intelligence is not solely determined by genetics or brain size, but rather shaped by the environment in which individuals grow and develop.

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  • 28. 

    Although males are better than females at problem solving, females are better at:

    • A.

      Science.

    • B.

      Computation.

    • C.

      Memorization.

    • D.

      Spatial reasoning.

    • E.

      All of the above.

    Correct Answer
    B. Computation.
    Explanation
    The given question states that although males are better than females at problem solving, females are better at computation. This suggests that when it comes to computational tasks or mathematical calculations, females tend to outperform males. This implies that females may have a natural inclination or aptitude towards computational thinking and mathematical reasoning. However, it is important to note that this statement does not imply that females are better than males in all areas of computation, but rather that they have an advantage in this specific aspect.

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  • 29. 

    What is the heritability for intelligence?

    • A.

      50-75%

    • B.

      30-50%

    • C.

      50-60%

    • D.

      60-80%

    • E.

      60-70%

    Correct Answer
    A. 50-75%
    Explanation
    The heritability for intelligence refers to the proportion of the variation in intelligence that can be attributed to genetic factors. A heritability of 50-75% suggests that genetic factors contribute significantly to individual differences in intelligence, with environmental factors accounting for the remaining variation. This means that genetic factors play a substantial role in determining intelligence, but it is not the sole determining factor as environmental influences also contribute to intelligence.

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  • 30. 

    A self-containing concern that one will be evaluated based on a negative stereotype is:

    • A.

      The Flynn effect

    • B.

      Test bias

    • C.

      Criterion

    • D.

      Stereotype threat

    • E.

      An early intervention effect

    Correct Answer
    D. Stereotype threat
    Explanation
    Stereotype threat refers to the psychological concern that individuals may be evaluated based on negative stereotypes about their social group. This can lead to anxiety and underperformance, as individuals may worry about confirming the stereotype. The concept of stereotype threat has been widely researched and is considered a significant factor in understanding disparities in achievement and performance among different social groups.

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  • Current Version
  • Aug 18, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Jan 20, 2010
    Quiz Created by
    Megan608
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