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MULTIPLE CHOICE

1. ____ focuses on the development of psychological tests.

a. Forensic psychology

b. School psychology

c. Personality psychology

d. Psychometrics

ANS: D PTS: 1 DIF: Bloom's: Remember REF: 7.1 Introduction, Textbook | Reading - Psychometrics, Online

OBJ: LO1 Describe psychometrics. MSC: TYPE: Easy

2. If your cousin told you she was in psychometrics, what would she be most likely doing in her career?

a. developing psychological tests measuring personality traits

b. studying the causes of schizophrenia

c. providing counseling to displaced factory workers

d. designing better instrumentation panels for aircrafts

ANS: A PTS: 1 DIF: Bloom's: Remember

REF: 7.1 Introduction, Textbook | Reading - Psychometrics, Online

OBJ: LO1 Describe psychometrics. MSC: TYPE: Easy

3. A psychologist employed by a company that develops and publishes intelligence and personality tests is most likely to have a degree in:

a. child development

b. basic research

c. psychometrics

d. clinical psychology

ANS: C PTS: 1 DIF: Bloom's: Understand REF: 7.1 Introduction, Textbook | Reading - Psychometrics, Online

OBJ: LO1 Describe psychometrics. MSC: TYPE: Easy

4. Which of the following is not a major question for psychologists as they measure intelligence?

a. how to define intelligence

b. how to explain intelligence test scores to the general public

c. how to construct a test to measure intelligence

d. how to explain intelligence

ANS: B PTS: 1

REF: 7.2 Defining Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory.

MSC: TYPE: Easy

5. The ____ approach to intelligence is characterized by a focus on measuring the cognitive factors or abilities that make up intellectual performance.

a. psychometric

b. information processing

c. triarchic theory

d. Binet-Simon

ANS: A PTS: 1 DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory.

MSC: TYPE: Easy

6. What historical figure is most closely associated to the two-factor theory of intelligence?

a. Clarence Thomas

b. Charles Spearman

ANS: B PTS: 1

c. Alfred Binet

d. Lewis Terman

DIF: Bloom's: Remember

REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

7. Charles Spearman’s two-factor theory says that intelligence is a:

a. combination of general factor (g) plus specific mental abilities (s)

b. group of separate and equally important mental abilities

c. set of processes for solving problems

d. combination of biological functions of the brain and nervous system

ANS: A PTS: 1

DIF: Bloom's: Remember

REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

8. The most generally agreed upon aspects of intelligence are:

a. creativity, verbal ability, and memory

b. social competence, memory, and mathematical ability

c. problem-solving skills, motivation, and memory

d. general intelligence and specific factors

ANS: D PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

9. General intelligence, or g, correlates positively with:

a. math skills

b. athletic success

c. social skills

d. academic performance

ANS: D PTS: 1 DIF: Bloom's: Remember REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

10. Charles Spearman developed the ____ theory, which termed the general intelligence factor as “g” and specific factors as “s.”

a. multiple-factor

b. triarchic

c. information processing

d. two-factor

ANS: D PTS: 1 DIF: Bloom's: Remember REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

11. The two-factor theory divides intelligence into:

a. verbal skills and math skills

b. spatial abilities and movement abilities

c. general intelligence and specific abilities

d. insight about the self and insight about others

ANS: C PTS: 1

DIF: Bloom's: Remember

REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

12. Which of the following is a disadvantage to the two-factor theory of intelligence?

a. The single intelligence score is not predictive of anything.

b. It does not take into account other kinds of intelligence.

c. People get credit for being intelligent in several different domains.

d. The intelligence quotient (IQ score) is based on a general intelligence factor.

ANS: B PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Two-Factor Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

13. Howard Gardner defines intelligence as composed of:

a. an overall mental ability

b. a few dependent mental abilities

c. many separate mental abilities

d. analytical and logical thinking

ANS: C PTS: 1 DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Multiple Intelligence Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

14. Spearman is to Gardner as ____ is to ____.

a. multiple; single

c. triarchic; multiple b. single; multiple d. multiple; triarchic

ANS: B PTS: 1 DIF: Bloom's: Understand REF: 7.2 Defining Intelligence, Textbook | Reading - Multiple Intelligence Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

15. For Sternberg, intelligence is measured by:

a. analyzing the steps that people take in solving problems

b. asking people to define various types of words

c. how well they do in academic settings

d. the activation of neural assemblies in the cerebral cortex

ANS: A PTS: 1

DIF: Bloom's: Remember

REF: 7.2 Defining Intelligence, Textbook | Reading - Multiple Intelligence Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

16. Robert Sternberg’s triarchic theory focuses on the three:

a. types of IQ testing procedures

b. ways of gathering and processing information

c. forms of emotional expression

d. parts of the brain used for memory

ANS: B PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

17. The triarchic theory focuses on the three aspects of intelligence. Which of the following is not among the three as presented in the textbook?

a. analytical

b. problem solving

ANS: C PTS: 1

c. affective

d. practical

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Easy

18. The triarchic theory approach to intelligence emphasizes the:

a. machine-like efficiency with which our computer minds crunch numbers and sort data

b. cognitive processes people use to solve problems

c. biological changes in the brain and nervous system that result from information input

d. single core ability on which all related intellectual skills are based

ANS: B PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

19. You take part in a study in which you are asked to talk out loud as you solve a series of difficult problems. The researcher takes notes on your strategies in order to study the mental processes you use to solve various problems. This researcher is using the ____ approach to the study of intelligence.

a. behavioral

b. humanistic

c. psychometric

d. triarchic

ANS: D PTS: 1 DIF: Bloom's: Analyze

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

20. Robert Sternberg’s triarchic theory has the advantage of:

a. giving credit to people for abilities that are not normally measured by standard tests of intelligence

b. explaining differences in intelligence between people

c. stressing affective factors

d. identifying parts of the brain that are involved in critical thinking

ANS: A PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

21. Which of the following is a disadvantage to the triarchic approach?

a. It does not give people credit for being intelligent in multiple ways.

b. It ignores the influence that problem-solving skills have on overall intelligence.

c. Only a few tests are available to measure the various ways that people think.

d. There is no consideration of analytical thinking.

ANS: C PTS: 1

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Reading - Triarchic Theory, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

22. What is the ability to perceive emotions accurately, to take feelings into account when reasoning, to understand emotions, and to regulate or manage emotions in oneself and others?

a. psychometric

b. emotional intelligence

ANS: D PTS: 1

c. general factor

d. information processing

DIF: Bloom's: Understand

REF: 7.2 Defining Intelligence, Textbook | Video - Emotional Intelligence, Online

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

23. Why has the concept of “g” remained so popular among psychologists?

a. “g” takes into account musical, athletic, and creative forms of intelligence.

b. The research clearly shows the idea of multiple intelligences is not valid.

c. Most of the research on intelligence is based on the psychometric approach.

d. The multiple-intelligence theory is widely accepted.

ANS: C PTS: 1

REF: 7.2 Defining Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO2 Explain and distinguish between Spearman's two-factor theory, Gardner's multipleintelligence theory, Sternberg's triarchic theory, and Golemen's emotional intelligence theory. MSC: TYPE: Medium

24. Based upon observations, Galton concluded that intelligence could be measured by assessing:

a. head size

b. reaction to a puzzle box

ANS: A PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

c. responses to inkblots

d. reading comprehension

DIF: Bloom's: Remember

OBJ: LO3 Summarize the historical background of measuring intelligence.

MSC: TYPE: Easy

25. Francis Galton attempted to determine the relationship between ____ and ____.

a. brain size; IQ

b. reaction to a puzzle box; IQ

c. responses to inkblots; head size

d. head size; students’ grade point averages

ANS: D PTS: 1

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO3 Summarize the historical background of measuring intelligence.

MSC: TYPE: Easy

26. Binet believed that intelligence was ____ and that it could be measured by ____.

a. a general ability; putting the individual into novel situations

b. a collection of mental abilities; assessing a person’s ability to perform cognitive tasks

c. a collection of mental abilities; reaction time

d. genetic; assessing a person’s skull size

ANS: B PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO3 Summarize the historical background of measuring intelligence.

MSC: TYPE: Medium

27. ____ gives an indication of a child’s intelligence by comparing her score on an intelligence test to the scores of average children her same age.

a. Intellectual age

b. Cognitive age

c. Mental age

d. Formula age

ANS: C PTS: 1 DIF: Bloom's: Remember

REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO3 Summarize the historical background of measuring intelligence.

MSC: TYPE: Easy

28. Bethany has a mental age of 5. This means that she must:

a. be 5 years of age

b. have answered intelligence test items that could be answered by an average 5-year-old

c. have answered at least half of the intelligence items considered appropriate for the average 6-year-old

d. have an intelligence level that matches her chronological age

ANS: B PTS: 1

DIF: Bloom's: Apply REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO3 Summarize the historical background of measuring intelligence. MSC: TYPE: Medium

29. The average fourteen-year-old will have a ratio IQ score of:

a. 80

b. 100

ANS: B PTS: 1

c. 120

d. impossible to calculate

DIF: Bloom's: Understand REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO4 Describe the IQ formula. MSC: TYPE: Easy

30. If you were to take a contemporary intelligence test, your IQ score would actually be called:

a. interval IQ

b. nominal IQ

ANS: D PTS: 1

c. ratio IQ

d. deviation IQ

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO4 Describe the IQ formula. MSC: TYPE: Easy

31. Professor Lundberg starts his lecture with, “Today, we are going to examine psychometrics.” Which of the following props is Professor Lundberg most likely to have brought to class with him today?

a. William James’ early writings

b. a video on Sigmund Freud

ANS: D PTS: 1

c. a model of the brain

d. the Wechsler Adult Intelligence Scale

DIF: Bloom's: Apply REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO5 Describe the Wechsler Intelligence Scales. MSC: TYPE: Easy

32. Of the following, which test is the most widely used IQ test today?

a. Multiple Intelligence Test

b. Binet-Simon Intelligence Test

ANS: C PTS: 1

c. Wechsler Adult Intelligence Scale

d. Stanford-Binet test

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO5 Describe the Wechsler Intelligence Scales. MSC: TYPE: Easy

33. The current version of the Wechsler Adult Intelligence Scale consists of items that assess:

a. verbal and performance skills

b. general intelligence and specific abilities

c. analytical and logical thinking skills

d. practical thinking and problem-solving abilities

ANS: A PTS: 1

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO5 Describe the Wechsler Intelligence Scales. MSC: TYPE: Easy

34. You have recently had your handwriting analyzed to measure your intelligence. Much to your surprise, handwriting analysis is usually:

a. as good as the Wechsler intelligence scales

b. no better than a good guess

c. as good as the Simon-Binet scale

d. a reliable and valid measure of intelligence

ANS: B PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Easy

35. If a test measures what it is supposed to be measuring, then we can say that the test is:

a. reliable

b. consistent

ANS: C PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

c. valid

d. organic

DIF: Bloom's: Remember

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Easy

36. This question measures your understanding of an important concept in an intelligence test because it is designed to. This refers to the question’s:

a. validity

b. reliability

ANS: A PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

c. practical nature

d. clarity

DIF: Bloom's: Understand

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Easy

37. How could a test’s validity be checked?

a. Let subjects take the test several times within one month.

b. Correlate subjects’ scores with their scores from a test with proven validity.

c. Some subjects take the first half of the test and others take the second half and then the scores are compared.

d. Develop two versions of the same test and examine the correlation between the two scores.

ANS: B PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Difficult

38. A test is said to be reliable if it:

a. measures what it is supposed to measure

b. gives consistent results for any given person

c. tests many different abilities

d. does not show racial and ethnic differences in scores

ANS: B PTS: 1 DIF: Bloom's: Remember

REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Easy

39. “Each time I enter this command on my computer, it does different things.” This person ought to toss this computer because it has low:

a. heritability

b. validity

ANS: C PTS: 1

c. reliability

d. distribution

DIF: Bloom's: Understand REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Easy

40. A psychologist tries out a new intelligence test on a child. One month later, she administers the same test to the same child and finds little correlation between the two administrations of the test. In testing terminology, it would be said that the test is:

a. context-dependent

b. sensitive

ANS: C PTS: 1

c. unreliable

d. invalid

DIF: Bloom's: Understand REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO6 Discuss the role of validity and reliability in intelligence tests.

MSC: TYPE: Medium

41. A normal distribution is one in which:

a. the majority of scores are high

b. the majority of scores are low

ANS: C PTS: 1

c. the majority of scores fall in the middle

d. all scores fall in the middle range

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

42. If you were to describe a normal distribution as a shape, you would say that it resembles:

a. a bell

b. two evenly elevated hills

ANS: A PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

c. a landslide

d. a line slowly moving upward

DIF: Bloom's: Remember

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

43. The average IQ score in a normal distribution is:

a. 85

b. 100

ANS: B PTS: 1

c. 115

d. 120

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

44. Alan has a mild intellectual disability. What can we expect with regard to Alan’s functioning in the future?

a. Alan will become partially independent, but must still rely upon others for support

b. Alan will learn to read and write and become self-supporting

c. Alan will need custodial care in some kind of institution

d. He will require intensive supervision

ANS: B PTS: 1

REF: 7.3 Measuring Intelligence, Textbook

DIF: Bloom's: Understand

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

45. Persons with profound intellectual disabilities have IQs in which of the following ranges?

a. 75 to 105

b. 50 to 75

ANS: D PTS: 1

c. 35 to 50

d. 20 to 40

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

46. A moderately gifted child has an IQ between:

a. 100-115

b. 120-135

ANS: C PTS: 1

c. 130-150

d. 180-200

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Easy

47. Which of the following individuals would be classified as “gifted”?

a. Larry, with an IQ score of 100

b. Tanner, with an IQ score of 110

ANS: D PTS: 1

c. Delaney, with an IQ score of 65

d. Katie, with an IQ of 145

DIF: Bloom's: Remember REF: 7.3 Measuring Intelligence, Textbook

OBJ: LO7 Discuss the distribution and use of IQ scores. MSC: TYPE: Medium

48. Which of the following summarizes the debate on the contributions of genetics and environment on intelligence?

a. heredity-neutral

b. neutral-nurture

ANS: C PTS: 1

c. nature-nurture

d. nature-neutral

DIF: Bloom's: Remember

REF: 7.4 Influences on Intelligence, Textbook

OBJ: LO8 Discuss the role of nature and nurture in intelligence.

MSC: TYPE: Easy

49. In the matter of intelligence, the answer to the nature-nurture question is that:

a. twin studies prove the predominance of nurture

b. adoption studies prove the predominance of nature

c. intervention programs show that intelligence is fixed at birth

d. both nature and nurture contribute to the formation of intelligence

ANS: D PTS: 1

DIF: Bloom's: Understand REF: 7.4 Influences on Intelligence, Textbook

OBJ: LO8 Discuss the role of nature and nurture in intelligence.

MSC: TYPE: Medium

50. The nature-nurture question contemplates the contribution of ____ and ____ to the development of intelligence.

a. cultural factors; family environment

c. skull size; brain size

b. genetic factors; environmental factors d. wealth; education

ANS: B PTS: 1

DIF: Bloom's: Understand

REF: 7.4 Influences on Intelligence, Textbook

OBJ: LO8 Discuss the role of nature and nurture in intelligence.

MSC: TYPE: Easy

51. Which family relationship has the most genes in common?

a. identical twins reared together

b. fraternal twins reared together

ANS: A PTS: 1

c. siblings raised apart

d. fraternal twins reared apart

DIF: Bloom's: Remember

REF: 7.4 Influences on Intelligence, Textbook

OBJ: LO8 Discuss the role of nature and nurture in intelligence.

MSC: TYPE: Easy

52. An “environmental factor” explanation for the racial differences in IQ scores would focus on:

a. hormonal differences

b. genetic differences

ANS: C PTS: 1

c. poverty’s impact

d. biological factors

DIF: Bloom's: Understand

REF: 7.4 Influences on Intelligence, Textbook | Reading - Intervention Programs, Online | ReadingRacial Controversy, Online

OBJ: LO8 Discuss the role of nature and nurture in intelligence.

MSC: TYPE: Medium

53. The term ____ refers to mental processes that we use to be creative, to form concepts, and to problem solve.

a. information processing

b. thinking

ANS: B PTS: 1

c. cognitive

d. behavioral

DIF: Bloom's: Understand REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Easy

54. The areas of thinking and language are important topics to study in the ____ approach.

a. cognitive

b. psychoanalytic

ANS: A PTS: 1

c. humanistic

d. behavioral

DIF: Bloom's: Remember REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Easy

55. When we use rules to form and manipulate symbols in order to communicate, we are using:

a. analogies

b. prototypes

ANS: C PTS: 1

c. language

d. concepts

DIF: Bloom's: Understand REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Medium

56. A “concept” can best be defined as a(n):

a. object that fits a series of prescribed rules

b. idea regarding the solution to a problem

c. novel use for an object or tool

d. way to group items based upon common characteristics

ANS: D PTS: 1

DIF: Bloom's: Understand REF: 7.5 Forming Concepts, Textbook | Animation - Concept Formation, Online OBJ: LO9 Define thinking and concept. MSC: TYPE: Easy

57. Concepts are crucial to effective thinking because without concepts, we would:

a. not know the rules for logical thought

b. forget most of what we learn

c. be overwhelmed by apparently unrelated pieces of information

d. lose our motivation to think

ANS: C PTS: 1

DIF: Bloom's: Understand

REF: 7.5 Forming Concepts, Textbook | Animation - Concept Formation, Online OBJ: LO9 Define thinking and concept. MSC: TYPE: Medium

58. When you are asked to indicate what Sigmund Freud, Albert Bandura, Abraham Maslow, and Lewis Terman all have in common, you’re really being asked to form a(n):

a. concept

b. object rule

ANS: A PTS: 1

c. hierarchy

d. analogy

DIF: Bloom's: Apply

REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Medium

59. You overhear Brent talking with David. But the only thing you hear is David saying, “They all have wings.” You ask Brent for a clarification and he says, “A bird, a plane, and a butterfly.” Then you realize that they’re:

a. talking about transformational rules

b. grouping objects using some common property they all share

c. referring to telegraphic speech

d. overgeneralizing

ANS: B PTS: 1

DIF: Bloom's: Analyze REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Medium

60. You are playing a guessing game with a child and you want the child to guess “cat.” You give clues that the animal has four legs, fur, and whiskers, but the child guesses wrong each time. Then you give the hint that the animal purrs and the child correctly guesses “cat.” In terms of concept formation, you supplied the child with a(n):

a. leading clue

b. essential characteristic

ANS: B PTS: 1

c. exemplar

d. prototype

DIF: Bloom's: Apply

REF: 7.5 Forming Concepts, Textbook OBJ: LO9 Define thinking and concept.

MSC: TYPE: Medium

61. Which of the following is a problem of the exemplar theory of forming concepts?

a. It allows us to better store information in memory.

b. It allows us to identify things without relearning.

c. Exceptions never occur.

d. Listing all the defining properties of a concept is very difficult.

ANS: D PTS: 1

REF: 7.5 Forming Concepts, Textbook

DIF: Bloom's: Understand

OBJ: LO10 Describe how the exemplar model and prototype theory explain how concepts are formed. MSC: TYPE: Medium

62. An average bird has feathers, bill, and wings. This is consistent with the:

a. set theory

b. heuristic theory

ANS: D PTS: 1

c. exemplar theory

d. prototype theory

DIF: Bloom's: Understand REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

63. Bill likes to invent. Today he is inventing a new car. He says to himself, “I can visualize what this new car should look like. An average car has an engine, wheels, and so on.” His approach to inventing uses the ____ theory of forming concepts.

a. surface

b. heuristic

ANS: C PTS: 1

c. prototype

d. set

DIF: Bloom's: Apply

REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

64. Which of the following is a characteristic of prototype theory?

a. not including exceptions in the list of defining properties

b. listing all of the essential features of an object or event

c. constructing a mental image and seeing if a new object matches this image

d. defining the concept through the use of language and heuristics

ANS: C PTS: 1

DIF: Bloom's: Understand

REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

65. An advantage of the prototype theory is that it:

a. allows for quick recognition

b. allows for exceptions

ANS: A PTS: 1

c. explains babbling in infants

d. allows deductive reasoning

DIF: Bloom's: Understand

REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

66. According to the textbook, concepts are easily developed by children because:

a. the attention span for interesting things is much larger in children than in adults

b. parents provide much stimulation to children

c. the brain is innately wired to process different concepts in different locations

d. parents are so willing to name objects and events

ANS: C PTS: 1

DIF: Bloom's: Remember

REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

67. One function of concepts is that they allow us to:

a. form heuristics

b. relearn new things

c. more accurately predict how other people will behave

d. group things into categories and then effectively organize them in memory

ANS: D PTS: 1

DIF: Bloom's: Understand

REF: 7.5 Forming Concepts, Textbook OBJ: LO11 Describe the functions of concepts.

MSC: TYPE: Easy

68. Searching for some rule, plan, or strategy that leads to achieving a goal is called:

a. problem solving

b. mental setting

ANS: A PTS: 1

REF: 7.6 Solving Problems, Textbook

c. an availability heuristic

d. divergent thinking

DIF: Bloom's: Understand

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Easy

69. In problem solving, there are three states. Which of the following is not among the three states?

a. preparation state

b. initial state

ANS: A PTS: 1

REF: 7.6 Solving Problems, Textbook

c. operations state

d. goal state

DIF: Bloom's: Remember

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Easy

70. According to the textbook, which of the following is the correct order of the states of problem solving?

a. realization state, operations state, culmination state

b. operations state, review state, decision state, goal state

c. goal state, operations state, review state, decision state

d. initial state, operations state, goal state

ANS: D PTS: 1 DIF: Bloom's: Remember REF: 7.6 Solving Problems, Textbook

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Easy

71. You must calculate your income tax. You carefully follow the instructions to determine the amount. The instructions act as a(n):

a. representative heuristic

b. artificial rule

ANS: C PTS: 1

c. algorithm

d. availability heuristic

DIF: Bloom's: Understand

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Medium

72. As you review the recipe for chocolate chip cookies, you realize that the recipe is a(n):

a. representative heuristic

b. artificial rule

ANS: C PTS: 1

c. algorithm

d. availability heuristic

DIF: Bloom's: Understand

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Medium

73. Rules of thumb or cognitive strategies are known as:

a. framings

b. heuristics

ANS: B PTS: 1

c. brainstorming

d. prototypes

DIF: Bloom's: Remember

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

MSC: TYPE: Easy

74. When your friend remarks pessimistically that crime is increasing (“Did you see that gruesome murder on the news last night?”), you recognize the operation of the:

a. accuracy algorithm

b. availability heuristic

ANS: B PTS: 1

c. prototype theory

d. self-fulfilling prophecy

DIF: Bloom's: Analyze

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO12 Describe problem solving and discuss how algorithms, heuristics, and artificial intelligence are different ways of thinking.

75. The inability to see new uses for old objects is called:

a. functional fixedness

b. interference

ANS: A PTS: 1

MSC: TYPE: Medium

c. divergent thinking

d. braindrumming

DIF: Bloom's: Remember REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO13 Describe strategies to solve problems.MSC: TYPE: Easy

76. Functional fixedness is defined as:

a. the ability to transfer old learning to new situations

b. a rule that can be used to solve new problems

c. the inability to see new uses for old objects

d. the inability to use heuristics or algorithms

ANS: C PTS: 1

DIF: Bloom's: Remember

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO13 Describe strategies to solve problems.MSC: TYPE: Easy

77. Tom and Allison want to build a play fort. Unfortunately, there is no available lumber for building material.. The two think about their problem. Suddenly Tom says, “Let’s use the large box that the new refrigerator came in.” Allison who appears confused argues, “You can’t do that! A box isn’t a fort.” Tom demonstrates ____ while Allison shows ____.

a. convergent thinking; divergent thinking

b. functional fixedness; analogical thinking

c. insight; functional fixedness

d. anterograde problem-solving; divergent thinking

ANS: C PTS: 1

DIF: Bloom's: Apply

REF: 7.6 Solving Problems, Textbook | Animation - Problem Solving Strategies, Online

OBJ: LO13 Describe strategies to solve problems.MSC: TYPE: Medium

Another random document with no related content on Scribd:

THE GREAT NAVE AND NORTHERN AISLE, NOVEMBER 1918. Behindthetwostandingpillarsisseenthebaseofthepillar whichcollapsedinFeb.1915. Thefallisshownonp.20.

THE FALLEN VAULTING LEFT BARE THE DAMAGED FRAMEWORK OF THE ROOF.

BREACH IN THE NAVE, NOVEMBER 1918.

The fall of the Vaulting.

The vaults of the remaining bays, already weakened, could not withstand the renewed bombardments. One after another they crashed to the ground, with the exception of those of the first and seventh bays. Everywhere else, pieces of broken or disjointed framework, supporting a completely ruined roof, are exposed to view (photoabove).

Several of the large windows on the north side have also fallen in and all the stained-glass has been smashed.

The

Final Ruin.

THE NAVE, AUGUST 1918.

The bombardments of 1918 destroyed the nave beyond hope of repair.

Several large pillars collapsed and a considerable portion of the upper part of the side walls, large arches and triforium fell in to the right and left.

Three bays near the west front, with their large arches and the aisles were completely destroyed. All this masonry fell inside the nave, forming across its entire breadth a heap of debris more than 19 feet high and about 33 feet long.

Fragments of vaulting, bases of pillars, stones from the roof, were mixed in shapeless chaos with a quantity of architectural and sculptured motives, notably the beautiful capitals and the key-stones of the vault, mostly broken. And on this heap of ruins the rooftimbers of the framework, deprived of all support, fell by degrees in their turn.

The old harmonious construction of the nave is now to be seen only in the bays nearest the transept.

The Chapelle des Œuvres was struck several times. The most serious damage was caused during the first bombardments of 1914 by a shell which exploded on the roof of the gallery (B on plan p. 18, photobelow) which leads to the chapel. Penetrating the roof and the framework, it caused the vault to fall in, broke the arches, and shattered the stained-glass of the chapel windows.

GALLERY GIVING ACCESS TO THE CHAPELLE DES ŒUVRES, NOV. 1918.

SOUTH

ARM OF TRANSEPT.

South Arm of the Transept.

The bombardments have spared the south arm of the transept, a marvel of grace and simplicity, built about 1175, by Bishop Nivelon of Chérisy. It is the oldest and also the least elevated portion of the cathedral.

The arm of the transept ends in a semi-circle (a peculiarity which it shares with those of the old Cathedral of Noyon and numerous Rhenish churches) and is surrounded by an ambulatory.

In style it differs distinctly from that of the rest of the building, and presents the distinguishing features of primitive Gothic.

The triforium—which elsewhere consists only of a narrow gallery—is here double. It comprises a story of high, wide, arched tribunes, grouped three and three, surmounted by a narrow passage with graceful colonnettes.

The main vault is supported by six pointed ribs which intersect in a central key-stone ornamented with six angels.

The south arm of the transept is lighted by three series of windows. Small semi-circular bays are cut in the wall of the ambulatory. The galleries are lighted—except on the right, which is ornamented with rose-windows—by tierce-point windows in groups of three. There is a final row of high tierce-point windows, also in groups of three, above the triforium.

Some of the capitals are masterpieces of ornamental sculpture. Their decoration consists either of the foliage characteristic of Romanesque capitals (acanthus leaves) or of projecting crockets,— one of the earliest examples of this distinctive ornament of Gothic capitals.

On the east side of the south arm of the transept there is a twostoried polygonal chapel (Conplan,p. 18) of the same period. The key-stone of the vault of the lower chapel represents two angels carrying the Agnus Dei on a cloth. The upper chapel, in which the Treasure was formerly kept, communicates with the galleries.

The Choir and Apse.

The choir, where, on the completion of the south arm of the transept, Bishop Nivelon of Chérisy continued the building of the Cathedral (1200–1212), is one of the earliest examples of Pointed Gothic—so-called on account of the sharp outline of the arches. A notable characteristic of this is the transformation of the wide galleries of the triforium into a narrow gallery, which gives greater importance to the wide arches of the ground floor and to the high windows of the upper story.

Its general plan is similar to that of the nave, built immediately afterwards: lofty wide arches, narrow triforium, high windows (but without mullions, forming a single bay), and pointed vaults of rectangular plan.

The Choir is flanked by side-aisles, off which open, on each side four rectangular chapels with groined vaults.

The second chapel of the aisle has an inscription recording the date on which the Canons took possession of the Choir:

Annomillenobiscentenoduodenohuncintrarechorum Cepitgrexcanonicorumtercioidusmaii.

(In the year 1212, on the third Ides of May, the Canons first took possession of the Choir).

THE CHOIR.

Ontheleftandatthebacksand-bagsprotectedtheart treasures.

The south side-aisle communicates with the chapel attached to the south arm of the transept by a 15th century vaulted corridor (D on planp. 18) in which there is a fine 16th century statue of the Virgin and Infant seated.

The two side-aisles continue round the semi-circular apse, forming an ambulatory surrounded by five shallow radial chapels. The central chapel is consecrated, as usual, to the Virgin. The pointed vaults of the chapels unite with those of the ambulatory, eight pointed ribs meeting in the same key-stone.

The choir, scarcely touched by enemy fire up to December 1916, suffered more serious damage then and in January 1917.

Shells pierced the vault in two places and also penetrated several parts of the triforium wall, breaking the arches. In the apse, portions of the vault were injured and parts of the 13th century stained-glass, which it was not possible to remove from the high windows, were damaged.

The vital parts of the choir escaped serious damage, and it was possible during the second half of 1917, to carry out temporary repairs after the retreat of the Germans. At the same time, in order to make the choir as well as the transept, which had also escaped serious injury—once more available for public worship, a partition was built shutting off the nave (photop. 24).

This protective partition shielded part of the building very effectively in 1918, when the Choir and Transept escaped serious damage.

Most of the fine 13th century stained-glass windows were removed in 1915 to a place of safety.

They were originally taken from the church of Saint-Yved-de-Braines and inserted during the 19th century in the high windows of the apse and those of the Lady Chapel.

Thanks to the protective measures taken, the interior decoration of the choir escaped injury. It dates from the 18th century and comprises a high altar of marble, surrounded by a wrought-iron railing, and flanked by two marble statues of the Virgin and the Angel Gabriel, depicting the Annunciation. Two consoles of carved and gilded wood with marble tops, complete this group. The stalls only are 17th century.

The North Arm of the Transept.

The north arm of the transept, flanked by aisles, shows the same arrangement as the nave, but ends in a straight wall (late 13th century) which was ornamented in the 14th century. A clerestory gallery joining the triforium of the side walls, and carried on small,

light columns, is built against this wall. Above are pierced a row of bays and a fine rose-window containing old stained-glass.

During the war, a fine picture by Rubens (1635), painted for the Franciscan Fathers in return for their having nursed him through an illness contracted at Soissons, was removed from the north arm of the transept to a place of safety. This picture, which represents the Adoration of the Shepherds, has a fine frame of carved and gilded wood of the Regency period.

The bombardments did little damage to the north arm of the transept and to the intersection of the transepts. The worst injury was the falling in of one of the vaults of the north arm, and the breaking of the arch-band uniting two of the large pillars of the transept.

The art treasures.

In addition to the works of art preserved in the choir and transept, the Cathedral possesses a fragment of a 16th century tapestry, all that remains of a large piece devoted to the legend of Saint-Gervais and Saint-Protais, which, before the War, hung in the north aisle of the nave.

WOODWORK IN THE SOUTHERN AISLE.

Before the War, at the entrance to the nave on each side of the main portal, were memorial statues of two abbesses of the ancient abbey of Notre-Dame, represented kneeling, with folded hands, in the costume of the period: Henriette de Lorraine d’Elbeuf, abbess from 1660 to 1669, and Gabrielle-MariedelaRochefoucauld(1683–1693).

Photographsofthesetwostatuesaregivenbelow.

In the sacristy are preserved fragments of flamboyant style woodwork, a 17th century chalice of finely chased gilt silver, a magnificent Crucifix by Girardonand a fine reliquary in gilt copper (1560), representing the plan of Soissons with its battlemented walls and churches of the period. (Seep. 3).

HENRIETTE DE LORRAINE D’ELBEUF

SOUTHERN ARM OF TRANSEPT.

Side façades of the Cathedral.

The exterior of Soissons Cathedral is remarkable for the great simplicity of its lines and its well-balanced construction.

The high vaults are supported by two super-imposed 13th century flying-buttresses, which are supported on one side by powerful abutments and on the other by small engaged columns, the capitals of which are decorated with crockets. (Seephotos,pp. 20, 22, 24).

Against the straight wall which ends the north arm of the transept are 14th century radiating arcades (p. 30). This wall is pierced by a large rose-window set in tierce-point arch. It ends in a gable with

14th century ornament, and is flanked by two bell-turrets, one of which was destroyed. (Photos,pp. 30 & 31).

To the east of the north arm of the transept, obstructing the first window of the choir aisle, is a 14th century portal with a sharply pointed gable, supported by two buttresses (photo opposite). The higher finish and greater adornment of 14th century decorative art is clearly to be seen here: sharply pointed gables ornamented with trefoil over the portal and buttresses, and intricately carved bouquets of foliage on the capitals, replacing the hooked crockets of the preceding century.

DOORWAY OF THE NORTHERN ARM OF TRANSEPT.

NORTH FRONT.

ChoirandNorthArmofTransept,Nov.1918.See description,p.29.

The Exterior of the Cathedral (Nov.1918).

The bombardments seriously damaged the side façades of the cathedral. All the stone-work, bays, flying-buttresses and abutments, and all the roofing and framework collapsed as far as the first bays of the nave. The building is, so to speak, cut into two unequal parts throughout its entire width, by an immense gap. (Photo p. 31, Panoramap. 14).

THE FIRST SHELLS TO HIT THE MAIN ROOF.

The rounded arm of the transept and the south end of the choir suffered comparatively little. On the other hand, the bombardments seriously injured the chevet and the north front of the choir. The upper part of one of the high windows in the apse was struck. A buttress of the Lady Chapel was badly broken, while two unexploded shells are embedded in the damaged stone-work of a neighbouring buttress. On the north front of the choir most of the abutments were damaged and the flying-buttresses which support it, more or less injured.

The roofing was ruined and the framework broken. The north arm of the transept, especially the gable, was also somewhat damaged. One of the turrets surrounding it was broken off (Photoabove).

However, the north front of the nave suffered most (photo above). In addition to the opening made at the west end, the stone-work and roofing were injured throughout their entire length. Only the last two windows next the transept retained their mullions, the others being more or less completely destroyed. Of the flying-buttresses and abutment-piers, very little remains standing.

VISIT TO THE TOWN

OnleavingtheCathedral,followtheitineraryonpage13.

The surroundings of Soissons, like the cathedral, suffered severely from the bombardments. In the Place de la Cathédrale (or Place Mantoue), the Rue des Minimes and the Place du Cloître are broken roofs, and in the Rue du Beffroi, ruins of houses.

At no 6 of the Place de la Cathédrale, in front of the bombarded Presbytery, stands a much damaged 13th century tower (photo opposite) all that remains of the old Bishop’s Palace, rebuilt in 1638, of brick and stone, at the south of the Place between the Rue de l’Évêché and the Rue des Minimes.

In the court of the Bishop’s Palace (reached through the Rue de l’Évêché), near the Rue des Minimes, there still stand about 15 yards of the old Gallo-Roman wall which surrounded the town (hist. mon.)

The wall has a facing of dressed stone interrupted at frequent intervals by a string-course of red bricks.

To reach the Place du Cloître take the Rue de l’Évêché, round the chevetoftheCathedral.

PLACE DE LA CATHÉDRALE AND RUE DU BEFFROI.

THE PLACE DU CLOÎTRE IN 1914.

The Place du Cloître, at right angles to the north portal of the Cathedral, was formerly lined by the houses of the Canons. Of these old dwellings there remain three bays in tierce-point (13th century), on the first story of a house (No 14) in the Place (on the leftofthephotographsonthispage).

Opposite are two Renaissance façades.

Most of the houses in the Placewere badly damaged by shells aimed at the cathedral.

Fortunately, these three remarkable façades escaped injury.

THE PLACE DU CLOÎTRE IN 1918.

TaketheRueduCollègeontheleft, devastated by incendiary bombs from aeroplanes (photoopposite); at the end of a blind alley stands the door of the college (hist. mon.) (Photo below) built between 1740 and 1760.

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