HCP -0530 Fall 2016 Exam Ch 8 (Graded Answers)

designed to measure diverse aspects of emotional intelligence.

developed to identify students who were unable to benefit from regular classroom instruction.

developed to determine the underlying mental abilities associated with intelligence tests.

used to screen infants and toddlers with developmental delays.

test items measure a variety of separate factors, or primary mental abilities.

scores on intelligence tests depend on an individual s crystallized intelligence.

an underlying general intelligence influenced each of them.

IQ scores are poor predictors of academic achievement.

divergent

specific

crystallized

fluid

advances in general intelligence.

increases in processing speed.

greater familiarity with the test.

metacognitive knowledge.

practical intelligence is never culture-free.

crystallized intelligence is a better predictor of academic success than fluid intelligence.

quick reaction time is the key to success on most intelligence tests.

nonshared environmental influences play a major role in determining one s level of intelligence.

logico-mathematical

spatial

naturalist

scientific

downplay crystallized intelligence.

measure practical intelligence.

assess verbal abilities.

screen individuals who may be at risk for developmental problems.

10

25

65

98

The closer in time two testings are, the weaker the relationship between the scores.

Regardless of age at first testing, IQ scores are highly stable.

Infant IQ scores accurately predict IQ in childhood.

Theolder the child at time of first testing, the better the prediction of later IQ.

fall further and further behind their agemates in both IQ and achievement as they get older.

score 5 to 10 points lower in IQ than children from economically advantaged families.

show substantial catch-up in IQ and achievement once they start school.

usually catch up to agemates in both IQ and achievement as they get older.

IQ correlates best with achievement in concrete subjects, such as history and foreign language.

By age 2, IQ is a valid predictor of academic achievement.

Practical intelligence predicts on-the-job performance at least as well as IQ.

Childhood IQ is unrelated to occupational attainment.

On average, Asian-American children score slightly lower than Caucasian children on measures of general intelligence.

The IQ gap between middle- and low-SES children is about 9 points.

Children who score high in general intelligence often score below average in emotional intelligence.

Children who score high in emotional intelligence often score below average in general intelligence.

environment

test bias

heredity

both heredity and environment

Alana and Shea, identical twins reared apart

Janette and Ryan and their adopted children

Jonathan and David, fraternal twins reared together

Rika and Trigg, unrelated siblings living together

between-group differences are largely due to heredity.

rearing conditions are likely to have a large impact on within-group but not between-group variability.

the heritability of IQ is higher under advantaged than disadvantaged rearing conditions.

they cannot account for between-group differences.

that environment has little to no measurable effect on children s IQ scores.

stronger correlations between the IQ scores of biological relatives than between those of adoptive relatives.

that as children mature, they become more similar in IQ to their adoptive parents and less similar to their biological mothers.

that adopted children of low-IQ biological mothers score below average in IQ during the school years.

spatial reasoning.

emotional intelligence.

verbal ability.

processing speed.

emotional and social concerns; object-oriented environment with knowledge-training questions

objective questions; environment heavily influenced by analogy questions

hierarchical communication; collaborative style of communication.

topic-focused communication; topic-associating style of communication

pay particular attention to the needs of her gifted and talented students.

spend large amounts of time on drill-based exercises.

upgrade her teaching skills.

emphasize in-depth understanding rather than surface knowledge.

the HOME IQ correlation is higher for adopted children than biological children.

the relationship between HOME scores and IQ increases in middle childhood.

conditions in the home have little effect on IQ scores.

a stimulating physical setting predicts high IQ scores in early childhood.

their parents believe education is the surest way to improve life chances.

they are typically affluent and have many resources in the home.

they are placed in special fast-track classes.

they are more intelligent than children born in North America.

nonshared environmental factors are more powerful than shared influences on IQ.

early birth order and wide spacing between siblings is associated with high IQ.

the impact of shared environment on IQ is greatest in adolescence.

IQ correlations between fraternal twins increase in adolescence.

The benefits are greatest for children who attend community-based, rather than university-based, programs.

Early intervention programs have no effect on high school graduation rates.

Children who attend early intervention programs are more likely to be placed in special education classes than children who do not attend these programs.

Preschool intervention is associated with reduced pregnancy and delinquency rates in adolescence.

a high level of natural talent.

a high rate of academic success.

the need to overcome obstacles on the way to the final product.

an appreciation of novelty.

IQ and creativity are highly correlated.

extensive knowledge is not necessary to make a creative contribution to a field.

creative individuals rely on insight processes.

creative people typically have little patience and persistence in the face of obstacles.