This tests your knowledge of the Intelligence chapter of the Meyer's textbook in order to review for the AP Exam.
Terman
Gardner
Freud
Binet
Stern
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To give certain kids an advantage in their futures
To label children
To measure mental age
To know how many kids were smart overall
To give certain kids some confidence
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The writer of the original test didn't want anybody else to use his
The original one was in French
The original one wasn't very compatible with California students
The original test was too short
The original test was too inaccurate overall
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Terman
Binet
Gardner
Stern
Bandura
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Eugenics
Tracking children
Equality in education
College entrances
Whoever wanted to compare themselves to the rest of society
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Factor analysis
The normal curve
Content validity
Test reliability
Test standardization
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Freud
Skinner
Bandura
Gardner
Terman
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Music
Bodily-kinesthetic
Cooking
Linguistic
Logical-mathematical
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+.50
+.15
-.50
-.15
None
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Expertise
A venturesome personality
Intrinsic motivation
A stimulating environment
All of the above
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Isn't as useful as academic intelligence.
Makes it hard to succeed in life.
Means you are too sensitive to others.
Ties hand-in-hand with creativity.
Is often more useful than academic intelligence.
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Stanford-Binet test
Wechsler Adult Intelligence Scale
The Mensa entrance exam
The SATs
The ACTs
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To define meaningful scores when compared with those of the pretested group
To make sure the test measures the correct skill
To make the test results good for one group, but worse for another
To make the test graders busier
To make the scores stable over time
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58%
60%
65%
68%
70%
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Scores have been stable over time
Scores have risen than fallen over time
Scores have fallen over time
Scores have fallen then risen over time
Scores have risen over time
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Validity
Standardization
Reliability
Predictive validity
Criterion
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Standardization is to reliability.
Nature is to nurture.
As achievement is to aptitude.
The Stanford-Binet is to the WAIS.
Reward is to punishment.
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How long he or she stares at a single picture
How often he or she cries
How big his or her head is
How early he or she walks
How long he or she sleeps
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Scores on intelligence tests start to decrease.
Scores on intelligence tests start to stabilize.
Scores on intelligence tests are very unreliable still.
Scores on intelligence tests surpass those of his or her parents.
Scores on intelligence tests start predicting later scores.
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Scores on intelligence tests start to stabilize.
Scores on intelligence tests keep increasing.
Scores on intelligence tests start predicting later scores.
Scores on intelligence tests surpass those of his or her parents.
Scores on intelligence tests start to decrease.
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90
85
80
75
70
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6-8%
5-7%
4-6%
3-5%
2-4%
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Lower self-esteem
Having no friends
Self-fulfilling prophecies
Prejudice
None of the above
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Identical twins raised together, fraternal twins raised together, identical twins raised apart
Identical twins raised apart, fraternal twins raised together, identical twins raised apart
Identical twins raised together, identical twins raised apart, fraternal twins raised together
Identical twins raised apart, identical twins raised together, fraternal twins raised together
Fraternal twins raised together, identical twins raised together, identical twins raised apart
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Disappear
Become stronger
Become weaker, but are still there
Become weaker, then stronger
Do not change
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Different genetics.
Different environments.
Different holidays.
Different tests.
Different brain sizes.
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Science.
Computation.
Memorization.
Spatial reasoning.
All of the above.
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50-75%
30-50%
50-60%
60-80%
60-70%
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The Flynn effect
Test bias
Criterion
Stereotype threat
An early intervention effect
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