Chapter 33: Exercises

Comprehension Check

1. What does IQ measure? What does it predict? What doesn't it measure? 2. Why does factor analysis contradict multiple intelligences theory? 3. What are the benefits and harms of the "gifted" label? 4. What is the Flynn Effect, and what does it tell us about the heritability vs. malleability of IQ? 5. Why is "every child is gifted" unsupported despite being well-intentioned?

Application

6. Apply the toolkit to: "IQ tests are meaningless — they only measure test-taking ability." 7. Find a school that uses "multiple intelligences" as an educational framework. Evaluate: does it cite evidence? Would the approach work equally well without the MI label? 8. Research the gifted program in your local school district. How are children identified? What services are provided? Does the program use evidence-based practices? 9. Apply the toolkit to: "Musical intelligence is separate from mathematical intelligence." 10. Reflect: if you were labeled "gifted" (or "not gifted") as a child, how did the label affect your self-concept?

Critical Thinking

11. MI theory lacks evidence but has been enormously positive for education culture (valuing diverse strengths). Can a wrong theory produce good outcomes? 12. IQ predicts job performance at r ≈ 0.50 — a moderate correlation. Should IQ be used in hiring decisions? What are the ethical implications? 13. The "gifted" label may create fixed mindset. Could gifted programs be redesigned to provide challenge without the identity label? 14. If abilities genuinely vary, how should education acknowledge this without creating rigid hierarchies? 15. Gardner has said MI is a theoretical framework, not an empirically validated model. Should educators be told this? Would it change their practice?

Fact-Check Portfolio

16. If any of your 10 claims involve intelligence, giftedness, or learning abilities, update your evidence rating.