1

_________________ are concepts that people form not

as a result of the application of strict rules, but as the result

of their experiences with concepts in the real world.

1. Super-ordinate concepts

2. Basic level type concepts

3. Formal concepts

4. Natural concepts

5. Prototypes

LO 8.2

2

_________________ are concepts that people form not

as a result of the application of strict rules, but as the result

of their experiences with concepts in the real world.

1. Super-ordinate concepts

2. Basic level type concepts

3. Formal concepts

4. Natural concepts (p. 296)

5. Prototypes

LO 8.2

3

____________ is the method of problem solving in which a

person uses a “rule of thumb” or a simple rule or principle

to solve a problem that they may apply to many situations.

1. Mechanical solution

2. Algorithm

3. Insight

4. Means-ends analysis

5. Heuristic

LO 8.3

4

____________ is the method of problem solving in which a

person uses a “rule of thumb” or a simple rule or principle

to solve a problem that they may apply to many situations.

1. Mechanical solution

2. Algorithm

3. Insight

4. Means-ends analysis

5. Heuristic (p. 299-300)

LO 8.3

5

A person is looking for a key to open up a door, but in the

process overlooks the fact that there are several other

objects (e.g., a pin) that can help to unlock the door. This

is an example of ______________________.

1. functional fixedness

2. confirmation bias

3. divergent thinking

4. convergent thinking

5. mechanical solution

LO 8.5

6

A person is looking for a key to open up a door, but in the

process overlooks the fact that there are several other

objects (e.g., a pin) that can help to unlock the door. This

is an example of ______________________.

1. functional fixedness (p. 303)

2. confirmation bias

3. divergent thinking

4. convergent thinking

5. mechanical solution

LO 8.5

7

The process of stimulating divergent thinking that involves

starting with a central idea (e.g., animals) and drawing lines

to other related ideas (e.g., bird, horse) to form a mental

image of the concepts and their connections is

called_____________________.

1. brainstorming

2. journal

3. mind mapping

4. free-writing

5. creativity

LO 8.3

8

The process of stimulating divergent thinking that involves

starting with a central idea (e.g., animals) and drawing lines

to other related ideas (e.g., bird, horse) to form a mental

image of the concepts and their connections is

called_____________________.

1. brainstorming

2. journal

3. mind mapping (p. 305)

4. free-writing

5. creativity

LO 8.3

9

According to the Stanford-Binet test, the intelligence

quotient (IQ) is measured using the equation:

1. IQ = (mental age/chronological age) *100

2. IQ = (mental age)

3. IQ = (chronological age/mental age) * 100

4. IQ = (mental age * chronological age)

5. IQ = (mental age * chronological age) * 100

LO 8.8

10

According to the Stanford-Binet test, the intelligence

quotient (IQ) is measured using the equation:

1. IQ = (mental age/chronological age) *100 (p. 306)

2. IQ = (mental age)

3. IQ = (chronological age/mental age) * 100

4. IQ = (mental age * chronological age)

5. IQ = (mental age * chronological age) * 100

LO 8.8

11

______________ refers to the degree to which a test

actually measures what it is supposed to measure.

1. Reliability

2. Validity

3. Standardization

4. Norms

5. Consistency

LO 8.9

12

______________ refers to the degree to which a test

actually measures what it is supposed to measure.

1. Reliability

2. Validity (p. 308)

3. Standardization

4. Norms

5. Consistency

LO 8.9

13

All of the following are potential flaws of intelligence tests

EXCEPT:

1. Cultural bias

2. Poor validity

3. Poor reliability

4. Definitions of what aspects of intelligence are important may vary from test to test

5. Cannot predict academic performance for those who score at the high and low ends of the normal distribution

LO 8.8

14

All of the following are potential flaws of intelligence tests

EXCEPT:

1. Cultural bias

2. Poor validity

3. Poor reliability

4. Definitions of what aspects of intelligence are important may vary from test to test

5. Cannot predict academic performance for those who score at the high and low ends of the normal distribution (p. 308-310)

LO 8.8

15

At an IQ ranging from 40-55, a person:

1. can reach a 6th grade skill level and can be capable of living independently with some training.

2. can reach a 2nd grade skill level and can live and work in supervised environments.

3. can learn to talk and perform basic self care.

4. has a very limited ability to learn, and may only be able to perform very simple tasks.

5. can reach a 9th grade skill level and can learn to live independently on their own without special training.

LO 8.8

16

At an IQ ranging from 40-55, a person:

1. can reach a 6th grade skill level and can be capable of living independently with some training.

2. can reach a 2nd grade skill level and can live and work in supervised environments. (p. 313)

3. can learn to talk and perform basic self care.

4. has a very limited ability to learn, and may only be able to perform very simple tasks.

5. can reach a 9th grade skill level and can learn to live independently on their own without special training.

LO 8.8

17

All of the following are potential causes of mental

retardation EXCEPT:

1. Fragile X syndrome

2. Fetal alcohol syndrome

3. Lack of oxygen at birth

4. Maternal disease or drug use

5. Immunizations

LO 8.10

18

All of the following are potential causes of mental

retardation EXCEPT:

1. Fragile X syndrome

2. Fetal alcohol syndrome

3. Lack of oxygen at birth

4. Maternal disease or drug use

5. Immunizations (p. 314)

LO 8.10

19

According to the study by Terman and Olden (1959),

successful adults are different from other groups of adults

in that ____________.

1. they have higher IQ scores

2. they are more persistent in pursuing their goals.

3. they are more well liked by their peers.

4. they exhibited more positive mental health.

5. they showed increased use of drugs that are known to enhance creative abilities.

LO 8.12

20

According to the study by Terman and Olden (1959),

successful adults are different from other groups of adults

in that ____________.

1. they have higher IQ scores

2. they are more persistent in pursuing their goals. (p. 314)

3. they are more well liked by their peers.

4. they exhibited more positive mental health.

5. they showed increased use of drugs that are known to enhance creative abilities.

LO 8.12

21

According to Gardner’s multiple intelligence theory,

____________ intelligence consists of the ability to see the

“big picture” of the word by asking questions about life,

death, and other major issues.

1. naturalistic

2. logical/mathematical

3. interpersonal

4. intrapersonal

5. existentialist

LO 8.13

22

According to Gardner’s multiple intelligence theory,

____________ intelligence consists of the ability to see the

“big picture” of the word by asking questions about life,

death, and other major issues.

1. naturalistic

2. logical/mathematical

3. interpersonal

4. intrapersonal

5. existentialist (p. 318)

LO 8.13

23

_________________ intelligence refers to the ability to

break down problems into their component parts for

problem solving.

1. Practical

2. Analytical

3. Creative

4. “S factor”

5. “G factor”

LO 8.13

24

_________________ intelligence refers to the ability to

break down problems into their component parts for

problem solving.

1. Practical

2. Analytical (p. 319)

3. Creative

4. “S factor”

5. “G factor”

LO 8.13

25

Emotional intelligence consists of all of the following

EXCEPT:

1. Ability to manage one’s own emotions

2. Empathy, or the ability to feel what others feel

3. Awareness of one’s own emotions

4. Ability to motivate oneself

5. Ability to think logically and problem solve

LO 8.13

26

Emotional intelligence consists of all of the following

EXCEPT:

1. Ability to manage one’s own emotions

2. Empathy, or the ability to feel what others feel

3. Awareness of one’s own emotions

4. Ability to motivate oneself

5. Ability to think logically and problem solve (p. 319-320)

LO 8.13

27

_______________ involves knowing things like how to take

turns in a conversation, the use of gestures to emphasize a

point, and the different ways that one speaks to different

people.

1. Syntax

2. Grammar

3. Pragmatics

4. Morphemes

5. Semantics

LO 8.16

28

_______________ involves knowing things like how to take

turns in a conversation, the use of gestures to emphasize a

point, and the different ways that one speaks to different

people.

1. Syntax

2. Grammar

3. Pragmatics (p. 324)

4. Morphemes

5. Semantics

LO 8.16

29

The cognitive universalism hypothesis suggests:

1. Concepts influence the development of language.

2. The development of language is influenced by concepts.

3. The development of language and concepts are unrelated.

4. Culture influences both the development of language and concepts in the same direction.

5. Color names would influence the ability of people to grow up and distinguish between colors.

LO 8.17

30

The cognitive universalism hypothesis suggests:

1. Concepts influence the development of language. (p. 325)

2. The development of language is influenced by concepts.

3. The development of language and concepts are unrelated.

4. Culture influences both the development of language and concepts in the same direction.

5. Color names would influence the ability of people to grow up and distinguish between colors.

LO 8.17