Psy3041- Quiz 3 explores cognitive development theories, intelligence testing, and cognitive abilities. It assesses understanding of Piaget's theories, hierarchical models, and convergent thinking, crucial for students in psychology.
A. They are similar in that scientists agree both on which elements should be listed in the periodic table and which human abilities should be in the hierarchical model of cognitive abilities
B. They are different in that scientists do not agree on which elements should be listed in the periodic table but do agree on which human abilities should be in a hierarchical model
C. They are different in that scientists agree on which elements should be listed in the periodic table but there is no agreement on which human abilities should be in a hierarchical model of cognitive abilities
D. None of these are true
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A. most difficult items of a subtest
B. level of difficulty beyond which a test is no longer valid
C. highest end of a confidence interval
D. element of the test environment that contains recessed lighting
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A. a process score
B. a Performance IQ
C. freedom from distractibility
D. none of these
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A. an individual reasoning process
B. a deductive reasoning process
C. a vertical thinking process
D. a lateral thinking process
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A. mental age multiplied by chronological age, divided by 100
B. chronological age divided by mental age, multiplied by 100
C. mental age divided by chronological age, multiplied by 100
D. deviation IQ divided by chronological age, multiplied by 100
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A. David Wechsler
B. Robert Sternberg
C. Henry Goddard
D. Jean Piaget
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A. The Stanford-Binet Intelligence Scale
B. The Wechsler-Bellevue Intelligence Scale
C. The Wechsler Adult Intelligence Scale
D. The Wechsler Intelligence Scale for Children
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A. entirely one general intellectual ability (g)
B. four abilities and processes
C. six abilities and processes
D. eight abilities and processes
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A. vocational placement and planning
B. academic research and planning
C. behavioural research and planning
D. educational placement and planning
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A. what different intelligence tests have in common
B. the specific factors assessed by different intelligence tests
C. the fact that Galton was Spearman’s inspiration
D. all that is genetic in nature-nurture controversy
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A. It features 32 broad stratum abilities
B. It makes no provision for fluid intelligence
C. It makes no provision for general ability (g) factor
D. It has little heuristic value
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A. are efficient and cost-effective
B. can be useful as a screening instrument
C. can be useful for research purposes
D. all of these
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A. measure more than two factors
B. measures only a Verbal and Performance factor
C. are based on a factor analytically derived, two factor theory
D. have been updated to reflect the VPR model
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A. personalized testing
B. culture-fair testing
C. biased testing
D. adaptive testing
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A. Howard Gardener
B. R.J. Sternberg
C. A.R. Luria
D. Otis Lennon
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A. Creativity is measured by most intelligence tests
B. Measures of creativity may be thought of as tools for assessing aspects of intellectual functioning
C. Measures of creativity tend to emphasize convergent thinking skills in the subtest content
D. Creativity is close to madness
A. it features 32 broad stratum abilities
B. it makes no provision for fluid intelligence
C. it makes no provision for the general ability (g) factor
D. it has little heuristic value
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A. maintained abilities
B. vulnerable abilities
C. declining abilities
D. geriatric abilities
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A. job placement
B. diagnosis
C. screening
D. both a and b
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