2.8c-d Intelligence Studies Quiz

How do cross-sectional and longitudinal studies differ in their approach to studying changes in intelligence?

• Cross-sectional studies observe the same group over time, while longitudinal studies compare different groups at one point in time.

• Cross-sectional studies compare different groups at one point in time, while longitudinal studies observe the same group over time.

• Both study the same group over time.

• Both compare different groups at one point in time.

What is the role of a cohort in longitudinal studies, and how does it help track changes over time?

• A cohort is a group of individuals born in the same year, helping to track changes by comparing them to other age groups.

• A cohort is a group of individuals with similar interests, helping to track changes by observing their interactions.

• A cohort is a group of individuals from different backgrounds, helping to track changes by comparing cultural differences.

• A cohort is a group of individuals with the same intelligence level, helping to track changes by measuring IQ scores.

What did Ms. Long observe about fluid and crystallized intelligence as her students aged?

• Fluid intelligence increased, while crystallized intelligence decreased.

• Both fluid and crystallized intelligence decreased.

• Fluid intelligence decreased, while crystallized intelligence increased.

• Both fluid and crystallized intelligence increased.

How do heredity and environment interact to influence a student’s intelligence?

• Heredity solely determines intelligence, with no environmental influence.

• Environment solely determines intelligence, with no hereditary influence.

• Heredity and environment interact, with both playing significant roles in shaping intelligence.

• Neither heredity nor environment influences intelligence.

How does a growth mindset contribute to a student’s success, compared to a fixed mindset?

• A growth mindset leads to a fear of failure, while a fixed mindset encourages risk-taking.

• A growth mindset encourages learning from mistakes, while a fixed mindset avoids challenges.

• A growth mindset avoids challenges, while a fixed mindset encourages learning from mistakes.

• Both mindsets have no impact on a student’s success.

What gender-related similarities and differences were observed in the students' learning abilities?

• No differences were observed; all students learned at the same pace.

• Boys were found to have better verbal skills, while girls excelled in math.

• Girls were found to have better verbal skills, while boys excelled in math.

• Both genders showed equal proficiency in all subjects.

How did the teachers address the racial and ethnic similarities and differences in their classroom?

• By ignoring them and treating all students the same.

• By celebrating diversity and incorporating multicultural education.

• By segregating students based on race and ethnicity.

• By focusing solely on academic performance.

How can stereotype threat affect a student’s test performance, and what steps did the teachers take to reduce it?

• Stereotype threat improves performance; teachers encouraged competition.

• Stereotype threat has no effect; teachers ignored it.

• Stereotype threat can lower performance; teachers created a supportive environment.

• Stereotype threat increases performance; teachers used it to motivate students.

In what ways did the teachers' study of gender-related and racial differences challenge traditional notions of intelligence?

• By reinforcing stereotypes about intelligence.

• By showing that intelligence is fixed and unchangeable.

• By demonstrating that intelligence is influenced by a variety of factors, including social and cultural contexts.

• By proving that intelligence is solely determined by genetics.

How does the question of bias in testing relate to test-takers' expectations, particularly in minority groups?

• Bias in testing has no impact on expectations.

• Bias in testing can lead to lower expectations and performance in minority groups.

• Bias in testing leads to higher expectations and performance in minority groups.

• Bias in testing affects only the test creators, not the test-takers.