Chapter 33: Quiz

1. IQ tests measure: - A) Everything people mean by "intelligence" - B) General cognitive ability (g) — pattern recognition, working memory, processing speed, verbal reasoning — which is predictive but not comprehensive - C) Only test-taking ability - D) Emotional intelligence

Answer: B. IQ measures a real, predictive construct but not the full breadth of what people mean by "intelligence."

2. Multiple intelligences theory is not supported because: - A) People don't have diverse abilities - B) Factor analysis shows cognitive abilities are positively correlated (the g factor), contradicting MI's claim of distinct, independent intelligences - C) Gardner isn't a real psychologist - D) Only two intelligences exist

Answer: B. The positive correlations across cognitive domains are the core evidence against distinct intelligences.

3. The heritability of IQ in adults is approximately: - A) 0% (entirely environmental) - B) 25% - C) 50–80% - D) 100%

Answer: C. IQ is substantially heritable in adults, though environment (nutrition, education, SES) also has significant effects.

4. Acceleration (grade skipping, advanced classes) for gifted children: - A) Harms social development - B) Generally produces positive academic outcomes without significant social harm - C) Has no effect - D) Only works for math

Answer: B. Meta-analyses support acceleration as beneficial academically, with minimal social costs.

5. "Every child is gifted in their own way" is: - A) Supported by MI theory - B) Unsupported — abilities genuinely vary, and pretending otherwise serves no child well - C) A core finding of IQ research - D) Recommended by the APA

Answer: B. Well-intentioned but factually wrong. Individual differences in ability are real and consequential.

6. The "gifted" label can create: - A) Only positive effects - B) Fixed mindset, identity fragility when encountering difficulty, and social separation — alongside access to appropriate challenge - C) Higher IQ - D) Better social skills

Answer: B. The label provides access to programming (good) but creates identity baggage (problematic).

7. The chapter's overall message about intelligence is: - A) IQ is everything - B) IQ measures something real and predictive; MI describes real abilities but not distinct intelligences; labels help less than appropriate challenge; and both the "IQ is all that matters" and "every child is equally gifted" narratives are wrong - C) Intelligence doesn't exist - D) Only multiple intelligences matter

Answer: B. The nuanced position: IQ is real but limited; MI is appealing but unsupported; appropriate challenge matters more than labels.