Unit 11 - Testing and Individual Differences

When Mrs. Olmstead asks her students to answer questions in class, she can quickly tell from their facial expressions whether they are happy to participate. Mrs. Olmstead's perceptual skill best illustrates

• emotional intelligence.

• factor analysis.

• validity.

• analytical intelligence.

Investigators detected a tendency for those who excelled in one of Thurstone's seven primary mental abilities to also demonstrate high levels of competence in other abilities. This provided some evidence of

• predictive validity.

• general intelligence.

• emotional intelligence.

• neural plasticity.

The characteristics of savant syndrome have been used to support

• Gardner's argument for multiple intelligences.

• Thurstone's notion of social intelligence.

• Binet's intelligence quotient formula.

• Spearman's belief in intelligence as one general ability, or g factor.

High intelligence scores have been linked with high concentrations of gray matter in certain regions of the frontal lobe. The gray matter refers to the ________ of neurons.

• synaptic junctions

• axons

• cell bodies

• dendrites

Blacks have been found to score lower on tests of verbal aptitude when tested by Whites than when tested by Blacks. This best illustrates the impact of

• the Flynn effect.

• standardization.

• stereotype threat.

• savant syndrome.

Studies suggest that there is a positive correlation between intelligence and the

• neural processing speed in the brain.

• size of the brain's synaptic gaps.

• brain's rate of glucose consumption.

• brain's production of endorphins.

Fluid intelligence refers most directly to a person's

• ability to assume the perspective of others.

• ability to utilize diffuse brain regions for storing memories.

• accumulated knowledge.

• ability to reason speedily and abstractly.

If a road test for a driver's license adequately samples the tasks a driver routinely faces, the test is said to

• have content validity.

• be reliable.

• have a normal distribution.

• have predictive validity.

The WAIS was designed for testing ________ intelligence, whereas the WISC was designed for testing ________ intelligence.

• interpersonal; intrapersonal

• practical; creative

• adults'; children's

• analytical; emotional

A test has a high degree of validity if it

• yields consistent results every time it is used.

• measures or predicts what it is supposed to measure or predict.

• assesses aptitude and achievement accurately.

• has been standardized on a representative sample of all those who are likely to take the test.