b. Jarell will never have the ability to do well in school or out of school.
c. Jarell does not currently have the skills to do well in a middle-class school environment.
d. Jarell does not have “street smarts.”
Chapter Module: Measuring Intelligence
8.74 Nick has an IQ of 150. Nick would be considered
a. gifted. c. to be of average intelligence.
b. learning disabled. d. mentally retarded.
Chapter Module: Special Children, Special Needs
8.75 To be considered intellectually gifted, an individual must receive an IQ score of __________ or greater on
an intelligence test.
a. 70 c. 130
b. 100 d. 160
Chapter Module: Special Children, Special Needs
8.76 Gifted children
a. often are emotionally troubled.
b. need teachers who know how to foster their talent.
c. develop in a sequence that is different from non–gifted children’s.
d. are less mature than their peers.
Chapter Module: Special Children, Special Needs
8.77 Research suggests than compared to non-gifted children, gifted children
a. tend to be more mature.
b. have more emotional problems.
c. follow a different sequence of cognitive development.
d. have considerably more difficulty getting along with their peers.
Chapter Module: Special Children, Special Needs
8.78 Modern definitions of giftedness differ from the traditional definition of giftedness in that modern
definitions of giftedness
a. are based solely on IQ scores.
b. are based on convergent thinking ability.
c. are narrower.
d. include exceptional talent in areas such as art, music, creative writing, and dance.
Chapter Module: Special Children, Special Needs
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8.79 Which of the following is NOT typically a prerequisite for a child to develop exceptional talent in music?
a. early instruction from a talented teacher
b. parents who are committed to developing their child’s musical talent
c. the child having a love for music
d. an IQ score of 130 or higher
Chapter Module: Special Children, Special Needs
8.80 Intelligence is associated with __________ whereas creativity is associated with __________.
a. convergent thinking; divergent thinking c. genetic influences; environmental influences
b. divergent thinking; convergent thinking d. environmental influences; genetic influences
Chapter Module: Special Children, Special Needs
8.81 Creativity
a. is associated with convergent thinking.
b. cannot be cultivated or nurtured.
c. often is measured by the number and originality of children’s responses to questions.
d. is associated with determining a standard, correct answer.
Chapter Module: Special Children, Special Needs
8.82 Which of the following requires convergent thinking?
a. Finding the sum of 398 + 471.
b. Naming all the different ways you can think of to use a paper cup.
c. Discussing what the world would be like if there were no longer any automobiles.
d. Drawing as many pictures as you can, starting with two parallel lines.
Chapter Module: Special Children, Special Needs
8.83 Thinking that goes off in many directions to arrive at an answer in cases in which no one answer is
necessarily correct is termed
a. intelligent. c. convergent thinking.
b. mentally retarded. d. divergent thinking.
Chapter Module: Special Children, Special Needs
8.84 Which of the following questions requires the use of divergent thinking?
a. How many states are there in the United States of America?
b. How many different ways can you think of to use a rubber band?
c. Who is the current president of the United States?
d. Who was the first man to walk on the moon?
Chapter Module: Special Children, Special Needs
8.85 Creativity is associated with
a. a high IQ score. c. convergent thinking.
b. a low IQ score. d. divergent thinking.
Chapter Module: Special Children, Special Needs
8.86 Environments which encourage __________ are not likely to produce many creative children.
a. conventional thinking c. working hard
b. taking risks d. flexibility in thinking
Chapter Module: Special Children, Special Needs
8.87 What advice would you give to teachers trying to encourage creativity in their students?
a. Encourage children to accept conventional wisdom.
b. Praise children for correct answers, not for working hard.
c. Realize that only a few children have the potential for creative thinking and don’t expect to be able to
develop the creativity of the other children.
d. Encourage children to take risks and not worry about novel and unusual answers being silly.
Chapter Module: Special Children, Special Needs
8.88 Ten-year-old Brent has an IQ of 65 and problems performing the daily living skills needed in his
environment. Brent has characteristics of
a. a learning disability. c. giftedness.
b. an intellectual disability. d. creativity.
Chapter Module: Special Children, Special Needs
8.89 The highest score an individual can have and still fit demonstrate limited intellectual skill is
a. 20. c. 70.
b. 50. d. 90.
Chapter Module: Special Children, Special Needs
8.90 Along with below average intelligence, an individual’s __________ is considered to determine whether
that individual has an intellectual disability.
a. adaptive behavior c. emotional health
b. divergent thinking d. physical development
Chapter Module: Special Children, Special Needs
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8.91 What we now call intellectual disability was long known as __________________.
a. mental retardation. c. learning disability.
b. divergent thinking. d. giftedness.
Chapter Module: Special Children, Special Needs
8.92 Which of the following children is at the greatest risk for intellectual disability?
a. Lincoln, who suffers from a chromosomal disorder, requires special education services, and lives in a
very poor area of town.
b. Hector, who is slightly malnourished and lives in a home where his mother is often physically abused by
his father.
c. Glenda, who lives in an upper-class suburb with her parents with whom she has a very odd relationship.
d. Maureen, who was in a car accident as a child which resulted in traumatic brain damage.
Chapter Module: Special Children, Special Needs
8.93 Holly has normal intelligence, but is having much difficulty learning to read. She does not have any vision
or hearing problems that might explain her difficulty. Holly has characteristics of
a. an attention deficit hyperactivity disorder. c. giftedness.
b. a learning disability. d. an intellectual disability.
Chapter Module: Special Children, Special Needs
8.94 A child with a learning disability
a. has substantially below average intelligence.
b. has normal intelligence but difficulty in an academic subject.
c. has a visual impairment.
d. is hyperactive.
Chapter Module: Special Children, Special Needs
8.95 Learning disabilities
a. are easy to diagnose.
b. have virtually the same cause.
c. do not occur together (i.e., the same child will not have both math and reading disabilities).
d. should be treated by specifically tailoring instruction to the individual child’s needs.
Chapter Module: Special Children, Special Needs
8.96 ___________ is the most common area of learning disability.
a. Speaking c. Reading
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b. Arithmetic d. Writing
Chapter Module: Special Children, Special Needs
8.97 Many children with a reading disability have problems
a. in phonological awareness. c. in using methods for computing solutions.
b. in convergent thinking. d. in working memory.
Chapter Module: Special Children, Special Needs
8.98 Bruno and her colleagues (2007) tested children with and without a reading disability. What were their
results?
a. Because phonological representations are less precise for children with a reading disability, they must
hear less of a word to be able to recognize it.
b. Children with a reading disability do not benefit from explicit instruction on the connections between
letters and their sounds.
c. Because phonological representations are less precise for children with a reading disability, they must
hear more of a word to be able to recognize it.
d. Children with a reading disability have the same phonological representation skills as children without a
reading disability.
Chapter Module: Special Children, Special Needs
8.99 Children with developmental dyslexia typically benefit from
a. training in phonological awareness.
b. training in phonological awareness along with explicit instruction on the connection between letters and
their sounds.
c. explicit instruction on the connection between letters and their sounds.
d. extensive instruction in vocabulary and other language skills that are not specific to reading.
Chapter Module: Special Children, Special Needs
8.100 A common form of learning disability is mathematical disability. Which of the following is NOT correct
regarding this learning disability?
a. Roughly 5 to 10% of young children struggle with arithmetic instruction from the very beginning.
b. It is known as developmental dyscalculia.
c. Our understanding of mathematical learning disability is far less because mathematics engages a broader
set of skills than reading.
d. Some researchers suggest that mathematical disability reflects problems in decoding and comprehension.
Chapter Module: Special Children, Special Needs
8.101 All students with learning disabilities
271
a. need instruction tailored to their individual needs.
b. have problems in phonological awareness.
c. have difficulty performing arithmetic operations.
d. have attention problems.
Chapter Module: Special Children, Special Needs
TRUE/FALSE QUESTIONS
8.102 Charles Spearman argued that many different intelligences exist.
Chapter Module: What Is Intelligence?
8.103 Hierarchical theories of intelligence include both general and specific components of intelligence.
Chapter Module: What Is Intelligence?
8.104 Gardner’s theory of multiple intelligences is based on standardized intelligence test performance.
Chapter Module: What Is Intelligence?
8.105 All of Gardner’s intelligences are included in psychometric theories of intelligence.
Chapter Module: What Is Intelligence?
8.106 People with high intrapersonal intelligence are good at identifying different feelings, moods, motivations,
and intentions in others.
Chapter Module: What Is Intelligence?
8.107 Gardner’s theory of multiple intelligences does not address the developmental history of the different
intelligences.
Chapter Module: What Is Intelligence?
8.108 People with greater emotional intelligence have higher self-esteem and are more sociable.
Chapter Module: What Is Intelligence?
8.109 Gardner believes that schools should foster all intelligences.
Chapter Module: What Is Intelligence?
8.110 Teachers need to know a child’s profile of strengths so that teachers can gear instruction solely to the
child’s strongest intelligence.
Chapter Module: What Is Intelligence?
8.111 Analytic ability involves dealing adaptively with novel situations and problems.
Chapter Module: What Is Intelligence?
8.112 Creative ability involves knowing what solution or plan will actually work.
Chapter Module: What Is Intelligence?
8.113 Sternberg defines successful intelligence as using one’s abilities skillfully to achieve one’s personal goals.
Chapter Module: What Is Intelligence?
8.114 Intelligence includes analytic, creative, and practical abilities, but these may not be as completely
independent as Sternberg proposed initially.
Chapter Module: What Is Intelligence?
8.115 The specific skills and goals that are important to American conceptions of successful intelligence and that
are assessed on many intelligence tests are less valued in other cultures and so are not cultivated in the
young.
Chapter Module: What Is Intelligence?
8.116 The purpose of Binet and Simon’s first intelligence test was to determine which children were likely to
succeed in school.
Chapter Module: Measuring Intelligence
273
8.117 When children perform at the average for their age, their IQ is 120.
Chapter Module: Measuring Intelligence
8.118 Roughly 2/3 of children taking an IQ test will have scores between 85 and 115.
Chapter Module: Measuring Intelligence
8.119 The Stanford-Binet provides a verbal IQ, a performance IQ, and an overall IQ.
Chapter Module: Measuring Intelligence
8.120 Group intelligence tests provide information about many people quickly and inexpensively.
Chapter Module: Measuring Intelligence
8.121 The Bayley Scales of Infant Development consist of 5 scales that measure mental and motor ability.
Chapter Module: Measuring Intelligence
8.122 Scores from infant intelligence tests are highly related to later IQ scores.
Chapter Module: Measuring Intelligence
8.123 Young infants who habituate to visual stimuli more rapidly tend to have higher IQ scores as children.
Chapter Module: Measuring Intelligence
8.124 The Bayley Scales can be used to detect developmental problems.
Chapter Module: Measuring Intelligence
8.125 Intelligence test scores are effective in predicting success in the workplace, particularly for more
complex jobs.
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Chapter Module: Measuring Intelligence
8.126 Dynamic testing measures what a child has learned in the past.
Chapter Module: Measuring Intelligence
8.127 In terms of IQ scores, fraternal twins develop more similarly than identical twins.
Chapter Module: Measuring Intelligence
8.128 In terms of IQ scores, adopted children’s IQ scores are more like their adopted parents’ scores than their
biological parents’ scores.
Chapter Module: Measuring Intelligence
8.129 Studies of adopted children indicate that the impact of heredity on IQ decreases during childhood and
adolescence.
Chapter Module: Measuring Intelligence
8.130 The results of the Carolina Abecedarian Project indicate that intervention does not improve disadvantaged
children’s IQ scores.
Chapter Module: Measuring Intelligence
8.131 The use of culture-fair intelligence tests eliminates ethnic differences in test scores.
Chapter Module: Measuring Intelligence
8.132 Stereotype threat may explain why European American children have lower intelligence test scores than
African American children.
Chapter Module: Measuring Intelligence
8.133 European American and African Americans often get higher scores on IQ tests, in part because they are
more familiar and more comfortable with the testing situation.
Chapter Module: Measuring Intelligence
8.134 Research has shown that gifted children tend to be emotionally troubled and unable to get along with
their peers.
Chapter Module: Special Children, Special Needs
8.135 Gifted children need like-minded peers who stimulate their interests.
Chapter Module: Special Children, Special Needs
8.136 Modern definitions of giftedness are associated exclusively with scholastic skills.
Chapter Module: Special Children, Special Needs
8.137 Most gifted children’s talent will flourish even if it is not nourished by parents or mentors.
Chapter Module: Special Children, Special Needs
8.138 Creativity is associated with convergent thinking.
Chapter Module: Special Children, Special Needs
8.139 Encouraging children to think of alternatives to conventional wisdom fosters creativity.
Chapter Module: Special Children, Special Needs
8.140 Intellectual disability refers to substantial limitations in intellectual ability as well as problems in adapting
to an environment, with both emerging before 18 years of age.
Chapter Module: Special Children, Special Needs
8.141 Mental retardation, instead of intellectual disability, is the preferred term because it better reflects the
condition not as a deficit in the person, but as a poor fit between the person’s capacities and the context in
which the person is to function.
Chapter Module: Special Children, Special Needs
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8.142 Most people with intellectual disability live in institutions where they can sometimes be taught self-help
skills, such as dressing, feeling, and toileting..
Chapter Module: Special Children, Special Needs
8.143 Youngsters who have a learning disability have below-average intelligence.
Chapter Module: Special Children, Special Needs
8.144 Difficulties in understanding words that have been read successfully is known as dyslexia.
Chapter Module: Special Children, Special Needs
8.145 Children with a reading disability typically benefit from explicit, extensive instruction on the connections
between letters and their sounds.
Chapter Module: Special Children, Special Needs
8.146 The most common learning disability is mathematical disability.
Chapter Module: Special Children, Special Needs
8.147 Impaired reading comprehension seems to be a by-product of impaired oral (spoken) language.
Chapter Module: Special Children, Special Needs
8.148 With careful diagnosis, ingenuity, hard work, and care, children with learning disabilities can develop their
full intellectual potential.
Chapter Module: Special Children, Special Needs
SHORT ANSWER QUESTIONS
8.149 Sternberg said that successful intelligence involves three distinct abilities. Name and briefly describe them.
Chapter Module: What Is Intelligence?
Page(s): 251–252
Type: Conceptual
Diff: Easy
Answer: A good answer will include the following key points:
8.150 Compare the advantages of group intelligence tests to those of individual intelligence tests.
Chapter Module: Measuring Intelligence
Page(s): 256
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
8.151 Compare and contrast creativity and intelligence in terms of thinking.
Chapter Module: Special Children, Special Needs
Page(s): 266
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
8.152 The most common learning disability is reading disability. Define learning disability. Explain the cause
and current treatment for reading disability.
Chapter Module: Special Children, Special Needs
Page(s): 268–270
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
ESSAY QUESTIONS
8.153 Name and briefly define the nine intelligences in Gardner’s theory of multiple intelligences.
Chapter Module: What Is Intelligence?
Page(s): 248
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
8.154 Your friends Bernie and Miriam have a six-month-old daughter, Rachel. Rachel was tested using the
Bayley Scales of Infant Development and she received a very high score. Bernie and Miriam are
convinced that this means Rachel will be gifted when she is older. What can you tell your friends about the
relation between infant intelligence test scores and later IQ that might contradict their beliefs?
Chapter Module: Measuring Intelligence
Page(s): 256–258
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
8.155 Your friends Andre and Mia are both above average in intelligence and they are concerned that their new
daughter Diane will be intelligent also. They want to know what they can do to shape Diane’s environment
to increase the chances that she will be above average in intelligence. What can you tell them about the
effects of heredity and environment on intelligence?
Chapter Module: Measuring Intelligence
Page(s): 259–261
Type: Applied
Diff: Moderate
8.156 Your friend Elena has been asked to supervise an intervention program that is aimed at preparing
disadvantaged children for school. Some people have objected to the program and have said that
intervention programs don’t work. Based on the results of the Carolina Abecedarian Project do you think
that intervention will be effective? Why or why not?
Chapter Module: Measuring Intelligence
Page(s): 262
Type: Applied
Diff: Moderate
8.157 Your friend Clyde would like his five-year-old daughter Bonnie to become a violin virtuoso at a young age.
Clyde has seen 12- and 13-year-olds winning national competitions on television and he is wondering what
he should do to increase the likelihood that Bonnie will be one of those adolescents in a few short years.
What can you tell Clyde about the prerequisites for exceptional talent?
Chapter Module: Special Children, Special Needs
Page(s): 266
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
8.158 Mrs. Crichton is a 4th grade teacher who wants to help foster creativity in her classroom. What are some
things that she can do to cultivate creativity in her students?
Chapter Module: Special Children, Special Needs
Page(s): 267
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
8.159 You overhear two teenagers talking about a girl in their Spanish class. They mention that she has dyslexia
and then proceed to refer to her as mentally retarded. You stop these two teenagers to explain to them the
differences between intellectual disability and learning disability. What would you tell these two
teenagers? In addition, what would you say to them about their use of the term mentally retarded?
Chapter Module: Special Children, Special Needs
Page(s): 267–268
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following: