Slide 1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 2

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 3

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 4

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 5

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 6

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 7

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 8

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 9

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 10

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 11

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 12

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 13

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 14

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 15

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 16

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 17

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 18

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 19

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 20

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 21

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 22

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 23

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 24

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 25

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 26

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 27

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 28

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 29

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30


Slide 30

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts
Prototypes

1

LO 8.2

_________________ 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.
2.
3.
4.
5.

Super-ordinate concepts
Basic level type concepts
Formal concepts
Natural concepts (p. 296)
Prototypes

2

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic

3

LO 8.3

____________ 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.
2.
3.
4.
5.

Mechanical solution
Algorithm
Insight
Means-ends analysis
Heuristic (p. 299-300)

4

LO 8.5

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.
2.
3.
4.
5.

functional fixedness
confirmation bias
divergent thinking
convergent thinking
mechanical solution

5

LO 8.5

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.
2.
3.
4.
5.

functional fixedness (p. 303)
confirmation bias
divergent thinking
convergent thinking
mechanical solution

6

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping
free-writing
creativity
7

LO 8.3

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.
2.
3.
4.
5.

brainstorming
journal
mind mapping (p. 305)
free-writing
creativity
8

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

9

LO 8.8

According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1.
2.
3.
4.
5.

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

10

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity
Standardization
Norms
Consistency

11

LO 8.9

______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1.
2.
3.
4.
5.

Reliability
Validity (p. 308)
Standardization
Norms
Consistency

12

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those who
score at the high and low ends of the normal
distribution

13

LO 8.8

All of the following are potential flaws of intelligence tests
EXCEPT:
1.
2.
3.
4.
5.

Cultural bias
Poor validity
Poor reliability
Definitions of what aspects of intelligence are
important may vary from test to test
Cannot predict academic performance for those
who score at the high and low ends of the normal
distribution (p. 308-310)

14

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and work
in supervised environments.
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

15

LO 8.8

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

1.
2.

3.
4.
5.

can reach a 6th grade skill level and can be capable of
living independently with some training.
can reach a 2nd grade skill level and can live and
work in supervised environments. (p. 313)
can learn to talk and perform basic self care.
has a very limited ability to learn, and may only be able
to perform very simple tasks.
can reach a 9th grade skill level and can learn to live
independently on their own without special training.

16

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations

17

LO 8.10

All of the following are potential causes of mental
retardation EXCEPT:
1.
2.
3.
4.
5.

Fragile X syndrome
Fetal alcohol syndrome
Lack of oxygen at birth
Maternal disease or drug use
Immunizations (p. 314)

18

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals.
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.

19

LO 8.12

According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1.
2.
3.
4.
5.

they have higher IQ scores
they are more persistent in pursuing their goals. (p.
314)
they are more well liked by their peers.
they exhibited more positive mental health.
they showed increased use of drugs that are known to
enhance creative abilities.
20

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist

21

LO 8.13

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.
2.
3.
4.
5.

naturalistic
logical/mathematical
interpersonal
intrapersonal
existentialist (p. 318)

22

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical
Creative
“S factor”
“G factor”

23

LO 8.13

_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1.
2.
3.
4.
5.

Practical
Analytical (p. 319)
Creative
“S factor”
“G factor”

24

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve

25

LO 8.13

Emotional intelligence consists of all of the following
EXCEPT:
1.
2.
3.
4.
5.

Ability to manage one’s own emotions
Empathy, or the ability to feel what others feel
Awareness of one’s own emotions
Ability to motivate oneself
Ability to think logically and problem solve (p. 319320)

26

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics
Morphemes
Semantics

27

LO 8.16

_______________ 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.
2.
3.
4.
5.

Syntax
Grammar
Pragmatics (p. 324)
Morphemes
Semantics

28

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.
3.
4.
5.

Concepts influence the development of language.
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.

29

LO 8.17

The cognitive universalism hypothesis suggests:

1.
2.

3.
4.
5.

Concepts influence the development of language.
(p. 325)
The development of language is influenced by
concepts.
The development of language and concepts are
unrelated.
Culture influences both the development of language
and concepts in the same direction.
Color names would influence the ability of people to
grow up and distinguish between colors.
30