A) It is made up of a "core factor" common to all intellectual abilities.
B) It is seen only in certain "school-type" problems.
C) It can change from time to time.
D) It is a series of unrelated factors.
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Multiple Choice
A) reaction range
B) percentile range
C) reaction time
D) normal curve
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Multiple Choice
A) consistency
B) predictability
C) correlation
D) standardization
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Multiple Choice
A) Results of IQ tests have very low correlation with attainment of high-status jobs.
B) People who score high on IQ tests are more likely to have personality deficits that prevent them from maintaining high-status jobs.
C) People who score high on IQ tests are more likely than those who score low to end up in high-status jobs.
D) Only those individuals who score very high on IQ tests will end up in high-status jobs.
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Multiple Choice
A) Stereotype vulnerability has no discernible effect on test performance.
B) Stereotype vulnerability clearly results in lower test performance for white students.
C) More evidence is clearly needed on the effects of stereotype vulnerability.
D) Stereotype vulnerability has a greater effect on test performance than does socioeconomic disadvantage.
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Multiple Choice
A) The average IQ in the lowest social classes is about 15 points lower than the average IQ in the highest social classes.
B) Genetic factors are strongly implicated in the cause of ethnic differences in intelligence.
C) Intelligence is at least somewhat genetic in origin.
D) The average IQ for some minority groups in the United States is several points lower than the average for white Americans.
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Multiple Choice
A) He obtained a raw score of 40.
B) He incorrectly answered 40 percent of the questions on the exam.
C) He scored lower than 60 percent of the sample used to establish the test norms.
D) He scored higher than 60 percent of the sample used to establish the test norms.
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Multiple Choice
A) Children with average IQ scores will not have very wide reaction ranges.
B) Children raised in high-quality environments should score near the top of their reaction range.
C) Children with average IQ scores are being raised in average-quality environments.
D) Children raised in high-quality environments will have higher IQ scores than children raised in poor-quality environments.
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Multiple Choice
A) contextual
B) generative
C) experiential
D) componential
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Multiple Choice
A) She is intellectually impaired.
B) Her performance was as good as that of an average 8-year-old.
C) Her IQ is 80.
D) Her score is 8 standard deviation units above the average score.
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Multiple Choice
A) intelligence test
B) personality test
C) aptitude test
D) predictive test
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Multiple Choice
A) 50
B) 75
C) 100
D) 125
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Multiple Choice
A) She will show a steady increase in IQ score during early childhood and adolescence.
B) She will score near the top of her potential IQ range.
C) She will perform better than the majority of her peers on standardized tests of intelligence.
D) She will have a wider intellectual reaction range than children raised in less stimulating environments.
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Multiple Choice
A) nonsignificant
B) moderately positive
C) moderately negative
D) positive, and nearly perfect
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Multiple Choice
A) performance
B) verbal
C) practical
D) logical-mathematical
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Multiple Choice
A) content validity of the test
B) criterion-related validity of the test
C) criterion-related validity of the job
D) construct validity of the test
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Multiple Choice
A) -0.75
B) 0.00
C) +0.70
D) +0.90
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Multiple Choice
A) Similar to his previous score of 110.
B) Close to 220, double his previous score.
C) Close to 55, one half his previous score.
D) It would be unpredictable, because IQ scores tend to lack reliability.
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Multiple Choice
A) Francis Galton
B) Lewis Terman
C) Robert Sternberg
D) Alfred Binet
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Multiple Choice
A) low test-retest reliability
B) low content validity
C) low criterion-related validity
D) low criterion-related reliability
Correct Answer
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