Understanding Intelligence Theories

A teacher notices that a student who excels in verbal reasoning also performs well in logical-mathematical tasks. According to Spearman's Two-Factor Theory, this is most likely due to the presence of:

• Environmental stimulation

• Specific ability (s)

• General intelligence (g)

• Crystallized intelligence

Which of the following best illustrates the "s" factor in Spearman's theory?

• A student who excels across all academic subjects

• A child gifted in musical composition but average in other areas

• A person with high IQ as measured by standardized tests

• An employee who performs well on a general aptitude test

In designing a new intelligence test, a psychologist decides to measure both general and specific abilities. How would Spearman's theory inform the structure of this test?

• Include only items related to linguistic intelligence

• Design subtests that assess different cognitive domains but share a common core

• Focus entirely on emotional and interpersonal skills

• Avoid measuring overlapping abilities across subtests

How can educators apply Spearman's concept of the "g" factor in differentiated instruction?

• By creating subject-specific modules tailored to individual learning styles

• By focusing all lessons on a single type of intelligence

• By integrating activities that challenge reasoning and problem-solving across subjects

• By grouping students only by performance in specific subjects

A principal argues that high general intelligence predicts success across subjects. A teacher disagrees, pointing to a student who struggles in math but excels in literature. According to Spearman, how can this be explained?

• The student lacks motivation

• The student's general intelligence is low

• The student has a strong specific ability (s) in literature

• The student's IQ test was invalid

Suppose you are tasked with developing a talent program for gifted students. How can Spearman's theory guide your identification criteria?

• Use only creativity assessments

• Rely on multiple assessments that tap into both g and s factors

• Focus solely on academic performance in mathematics

• Choose students based on teacher recommendations only

A researcher finds that scores on various cognitive tests are positively correlated. Which aspect of Spearman's theory does this support?

• The dominance of s-factor in intelligence

• The independence of specific abilities

• The existence of a general intelligence factor

• The unreliability of intelligence testing

A school psychologist observes a pattern: students who perform poorly on vocabulary tests also tend to struggle with abstract reasoning tasks. Spearman would most likely attribute this to:

• Emotional disturbances

• Low achievement motivation

• A weak general intelligence (g)

• A lack of specific talents

If you wanted to design a learning intervention that targets the "g" factor, which of the following would be the best approach?

• Teaching mnemonic devices for memorization

• Providing enrichment activities in one subject area only

• Incorporating problem-solving, logical reasoning, and comprehension tasks across subjects

• Focusing on physical education and sports

A standardized test is created that evaluates verbal, numerical, and spatial reasoning. If students' scores on all subtests are closely aligned, what conclusion aligns best with Spearman's theory?

• Students have high motivation

• The test is biased

• The subtests are not distinct enough

• Students likely possess a strong general intelligence (g)