1 _________________ are concepts that people form not as a result of the application of strict...
TRANSCRIPT
1
_________________ are concepts that people form not
as a result of the application of strict rules, but as the result
of their experiences with concepts in the real world.
1. Super-ordinate concepts
2. Basic level type concepts
3. Formal concepts
4. Natural concepts
5. Prototypes
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_________________ are concepts that people form not
as a result of the application of strict rules, but as the result
of their experiences with concepts in the real world.
1. Super-ordinate concepts
2. Basic level type concepts
3. Formal concepts
4. Natural concepts (p. 296)
5. Prototypes
LO 8.2
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____________ is the method of problem solving in which a
person uses a “rule of thumb” or a simple rule or principle
to solve a problem that they may apply to many situations.
1. Mechanical solution
2. Algorithm
3. Insight
4. Means-ends analysis
5. Heuristic
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____________ is the method of problem solving in which a
person uses a “rule of thumb” or a simple rule or principle
to solve a problem that they may apply to many situations.
1. Mechanical solution
2. Algorithm
3. Insight
4. Means-ends analysis
5. Heuristic (p. 299-300)
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A person is looking for a key to open up a door, but in the
process overlooks the fact that there are several other
objects (e.g., a pin) that can help to unlock the door. This
is an example of ______________________.
1. functional fixedness
2. confirmation bias
3. divergent thinking
4. convergent thinking
5. mechanical solution
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A person is looking for a key to open up a door, but in the
process overlooks the fact that there are several other
objects (e.g., a pin) that can help to unlock the door. This
is an example of ______________________.
1. functional fixedness (p. 303)
2. confirmation bias
3. divergent thinking
4. convergent thinking
5. mechanical solution
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The process of stimulating divergent thinking that involves
starting with a central idea (e.g., animals) and drawing lines
to other related ideas (e.g., bird, horse) to form a mental
image of the concepts and their connections is
called_____________________.
1. brainstorming
2. journal
3. mind mapping
4. free-writing
5. creativity
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The process of stimulating divergent thinking that involves
starting with a central idea (e.g., animals) and drawing lines
to other related ideas (e.g., bird, horse) to form a mental
image of the concepts and their connections is
called_____________________.
1. brainstorming
2. journal
3. mind mapping (p. 305)
4. free-writing
5. creativity
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According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1. IQ = (mental age/chronological age) *100
2. IQ = (mental age)
3. IQ = (chronological age/mental age) * 100
4. IQ = (mental age * chronological age)
5. IQ = (mental age * chronological age) * 100
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According to the Stanford-Binet test, the intelligence
quotient (IQ) is measured using the equation:
1. IQ = (mental age/chronological age) *100 (p. 306)
2. IQ = (mental age)
3. IQ = (chronological age/mental age) * 100
4. IQ = (mental age * chronological age)
5. IQ = (mental age * chronological age) * 100
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______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1. Reliability
2. Validity
3. Standardization
4. Norms
5. Consistency
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______________ refers to the degree to which a test
actually measures what it is supposed to measure.
1. Reliability
2. Validity (p. 308)
3. Standardization
4. Norms
5. Consistency
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All of the following are potential flaws of intelligence tests
EXCEPT:
1. Cultural bias
2. Poor validity
3. Poor reliability
4. Definitions of what aspects of intelligence are important may vary from test to test
5. Cannot predict academic performance for those who score at the high and low ends of the normal distribution
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All of the following are potential flaws of intelligence tests
EXCEPT:
1. Cultural bias
2. Poor validity
3. Poor reliability
4. Definitions of what aspects of intelligence are important may vary from test to test
5. Cannot predict academic performance for those who score at the high and low ends of the normal distribution (p. 308-310)
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At an IQ ranging from 40-55, a person:
1. can reach a 6th grade skill level and can be capable of living independently with some training.
2. can reach a 2nd grade skill level and can live and work in supervised environments.
3. can learn to talk and perform basic self care.
4. has a very limited ability to learn, and may only be able to perform very simple tasks.
5. can reach a 9th grade skill level and can learn to live independently on their own without special training.
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At an IQ ranging from 40-55, a person:
1. can reach a 6th grade skill level and can be capable of living independently with some training.
2. can reach a 2nd grade skill level and can live and work in supervised environments. (p. 313)
3. can learn to talk and perform basic self care.
4. has a very limited ability to learn, and may only be able to perform very simple tasks.
5. can reach a 9th grade skill level and can learn to live independently on their own without special training.
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All of the following are potential causes of mental
retardation EXCEPT:
1. Fragile X syndrome
2. Fetal alcohol syndrome
3. Lack of oxygen at birth
4. Maternal disease or drug use
5. Immunizations
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All of the following are potential causes of mental
retardation EXCEPT:
1. Fragile X syndrome
2. Fetal alcohol syndrome
3. Lack of oxygen at birth
4. Maternal disease or drug use
5. Immunizations (p. 314)
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According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1. they have higher IQ scores
2. they are more persistent in pursuing their goals.
3. they are more well liked by their peers.
4. they exhibited more positive mental health.
5. they showed increased use of drugs that are known to enhance creative abilities.
LO 8.12
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According to the study by Terman and Olden (1959),
successful adults are different from other groups of adults
in that ____________.
1. they have higher IQ scores
2. they are more persistent in pursuing their goals. (p. 314)
3. they are more well liked by their peers.
4. they exhibited more positive mental health.
5. they showed increased use of drugs that are known to enhance creative abilities.
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According to Gardner’s multiple intelligence theory,
____________ intelligence consists of the ability to see the
“big picture” of the word by asking questions about life,
death, and other major issues.
1. naturalistic
2. logical/mathematical
3. interpersonal
4. intrapersonal
5. existentialist
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According to Gardner’s multiple intelligence theory,
____________ intelligence consists of the ability to see the
“big picture” of the word by asking questions about life,
death, and other major issues.
1. naturalistic
2. logical/mathematical
3. interpersonal
4. intrapersonal
5. existentialist (p. 318)
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_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1. Practical
2. Analytical
3. Creative
4. “S factor”
5. “G factor”
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_________________ intelligence refers to the ability to
break down problems into their component parts for
problem solving.
1. Practical
2. Analytical (p. 319)
3. Creative
4. “S factor”
5. “G factor”
LO 8.13
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Emotional intelligence consists of all of the following
EXCEPT:
1. Ability to manage one’s own emotions
2. Empathy, or the ability to feel what others feel
3. Awareness of one’s own emotions
4. Ability to motivate oneself
5. Ability to think logically and problem solve
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Emotional intelligence consists of all of the following
EXCEPT:
1. Ability to manage one’s own emotions
2. Empathy, or the ability to feel what others feel
3. Awareness of one’s own emotions
4. Ability to motivate oneself
5. Ability to think logically and problem solve (p. 319-320)
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_______________ involves knowing things like how to take
turns in a conversation, the use of gestures to emphasize a
point, and the different ways that one speaks to different
people.
1. Syntax
2. Grammar
3. Pragmatics
4. Morphemes
5. Semantics
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_______________ involves knowing things like how to take
turns in a conversation, the use of gestures to emphasize a
point, and the different ways that one speaks to different
people.
1. Syntax
2. Grammar
3. Pragmatics (p. 324)
4. Morphemes
5. Semantics
LO 8.16
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The cognitive universalism hypothesis suggests:
1. Concepts influence the development of language.
2. The development of language is influenced by concepts.
3. The development of language and concepts are unrelated.
4. Culture influences both the development of language and concepts in the same direction.
5. Color names would influence the ability of people to grow up and distinguish between colors.
LO 8.17
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The cognitive universalism hypothesis suggests:
1. Concepts influence the development of language. (p. 325)
2. The development of language is influenced by concepts.
3. The development of language and concepts are unrelated.
4. Culture influences both the development of language and concepts in the same direction.
5. Color names would influence the ability of people to grow up and distinguish between colors.
LO 8.17