| Study Questions
Number 19 Chapter 9. Thinking and intelligence (329-351) |
Student
Name _____________________ Date due: 10-25-04 Introduction to Psychology 101 Hal S. Bertilson, Ph.D. |
| 1. | What is the psychometric approach to measuring intelligence? (330) |
| 2. | What is the cognitive approach to intelligence? (335) |
| 3. | What went wrong when the intelligence test was brought to America? (332) |
| 4. | When tests find IQ differences between groups of children, many people assume that the children who score lower are inherently less intelligent. What other explanations are possible? (332) |
| 5. | What is one reason for disappointing results in constructing culture-free and culture-fair intelligence tests? (333) |
| 6. | What is stereotype threat? How does it effect intelligence test performance? (333-334) |
| 7. | Why were there no sex differences in the 1937 revision of the Stanford-Binet test? What motivated them to do that? (334) |
| 8. | What is the dilemma at the heart of intelligence testing? (334-335) |
| 9. | Describe Sternberg's triarchic theory of intelligence. Name and describe each component. (336-337) |
| 10. | What is tacit knowledge? How is tacit knowledge related to academic success? (336-337) |
| 11. | What made the difference between the 100 most successful men in the Stanford study and the 100 least successful? (340) |
| 12. | Describe the differences between Asians and Americans in their beliefs, standards, and values. (340) |
| 13. | What three personality characteristics seem particularly related to creativity? (347-348) |