Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Counseling
Q:
According to the dual-component model, adulthood is predominantly concerned with the growth of
a. fluid intelligence.
b. crystallized intelligence.
c. intercohort similarity.
d. multidiversity trends.
Q:
In the dual-component model, pragmatic intelligence dominates during
a. childhood.
b. adolescence.
c. adulthood.
d. throughout the life span.
Q:
In Schaie's (2008) sequential research, the finding that, within a given cohort, some people show longitudinal decline in certain abilities, some people show stability, and yet others show increases in these same abilities speaks to the concept of
a. acquisition of symbolic knowledge.
b. plasticity.
c. interindividual variability.
d. modification of underlying fluid intelligence abilities.
Q:
Which of the following is not a basic concept of the life-span view?
a. plasticity
b. multidirectionality
c. interindividual variability
d. intraindividual consistency
Q:
The fact that some aspects of intelligence seem to decline while other aspects show increases with age is reflected in which component of the life-span perspective?
a. plasticity
b. multidirectionality
c. interindividual variability
d. intraindividual consistency
Q:
Experts and laypeople were found to have extremely high agreement on the factors that constitute intelligence. Which of the following was not one of those factors?
a. social competence
b. problem-solving abilities
c. verbal ability
d. spatial ability
Q:
What is creativity, and how does it change across the life span?
Q:
Are adult learners different from their younger counterparts? If so, in what ways?
Q:
Are there age-related differences in problem solving? Explain.
Q:
Briefly describe the components and their developmental trajectory in Denney's model of unexercised and optimally
exercised abilities.
Q:
How does the relationship between emotion and logic change over the life span?
Q:
Briefly describe Piaget's four stages of cognitive development.
Q:
What was Project ACTIVE? What was learned from this project?
Q:
Do social and lifestyle variables have an impact on intellectual functioning? If so, in what way(s)?
Q:
What does the P-FIT theory propose regarding the origins of intelligence?
Q:
What are normative age-related changes in fluid and crystallized intelligence?
Q:
Do people's ideas of what intelligence is vary across the life span? In other words, do people conceptualize intelligence differently at different ages?
Q:
Research studies indicate that contrary to popular perception, there is no relationship between age and
_____________.
Q:
Many adults are thought to possess__________, which is characterized by the recognition that truth varies across situations, solutions to problems are realistic and reasonable, ambiguity and contradiction are the norm, and emotional and subjective factors play a role in thinking.
Q:
____________thought is similar to using the scientific method.
Q:
In Piaget's________ stage, children can classify objects into groups based on logical principles and can mentally reverse a series of events.
Q:
For the theorist_________, thought is governed by the principles of adaptation and organization.
Q:
Crystallized and fluid intelligence are examples of________ mental abilities.
Q:
________are independent abilities within psychometric intelligence based on different combinations of standardized intelligence tests.
Q:
_________are the interrelations among performance on similar tests of psychometric intelligence.
Q:
The____________ to intelligence emphasizes the ways in which people conceptualize problems and focuses on modes or styles of thinking.
Q:
The________ to intelligence involves defining intelligence as right or wrong performance on standardized tests.
Q:
In the dual-component model, the phrase__________ is used to discuss the first cognitive process, which concerns developmental changes in basic information-processing and problem-solving abilities.
Q:
Theories of intelligence are___________, meaning that they specify many domains of intellectual abilities.
Q:
The range of functioning within an individual and the conditions under which a person's abilities can be modified
within a specific age range is .
Q:
________are the distinct patterns of change in abilities over the life span, where some abilities remain stable and others increase or decrease.
Q:
________theorists are interested in individual differences and plasticity in intelligence.
Q:
Which of the following is not a specific factor identified by Baltes and Staudinger (2000) to help a person become wise?
a. intraindividual variability
b. general personal conditions
c. specific expertise conditions
d. facilitating life contexts
Q:
Research on age differences in wisdom shows that
a. there is little association between age and wisdom.
b. wisdom increases dramatically during old age.
c. there are few individual differences.
d. young adults cannot be wise.
Q:
Research on wisdom shows that it is most associated with
a. creativity.
b. age.
c. fluid intelligence.
d. life experience.
Q:
Wisdom is
a. the same thing as creativity.
b. the generation of a new solution to a problem.
c. different than creativity.
d. characterized by constrained reasoning processes.
Q:
Wisdom is viewed as involving the following cognitive processes except
a. practical and social intelligence.
b. insight into the deeper meanings underlying a given situation.
c. constrained thinking.
d. awareness of the relative, uncertain, and paradoxical nature of problems.
Q:
The Dalai Lama wisdom story at the beginning of the chapter highlighted all of the following characteristics of wisdom exceptwhich of the following?
a. It involved practical knowledge.
b. It was given at a price.
c. It was based on life experience.
d. It involved psychological insights.
Q:
Which of the following statements best describes expertise?
a. Expertise is due to a biological predisposition to excel in one area or another.
b. Expertise is negatively correlated with age.
c. People tend to become selective experts.
d. Someone who is an expert in one area is probably an expert in all areas of their life.
Q:
Expertsa. use novel approaches to solve difficult problems.b. have extensive knowledge about a particular topic.c. are highly practiced.d. use all of these.
Q:
The "triumph of knowledge over reasoning" is best documented by research on
a. wisdom.
b. expertise.
c. postformal thought.
d. unexercised abilities.
Q:
Research on practical problem solving shows thata. performance peaks in early adulthood and then declines.b. performance increases from early adulthood to middle age.c. performance increases most between middle and old age.d. performance remains the same across adulthood.
Q:
Crystallized intelligence is an example of
a. cognition as basic processes.
b. interdependent third-order abilities.
c. untrained or unpracticed ability.
d. optimally exercised ability.
Q:
In Denney's model, which of the following terms refers to the ability a normal healthy adult would exhibit with
practice or training?
a. optimally exercised ability
b. pragmatic intelligence
c. unexercised ability
d. interindividual variability
Q:
Fluid intelligence is an example of
a. cognition as basic processes.
b. interdependent third-order abilities.
c. unexercised ability.
d. optimally exercised ability.
Q:
In Denney's model, which of the following terms refers to the ability a normal healthy adult would exhibit without
practice or training?
a. optimally exercised ability
b. pragmatic intelligence
c. unexercised ability
d. interindividual variability
Q:
Which of the following is not true of older adults' decision making?
a. Older adults have difficulty in unfamiliar situations.
b. Older adults have difficulty when under time pressure.
c. Older adults have difficulty when decision making requires a lot of capacity.
d. Older adults' quality of decisions is not as good as younger adults.
Q:
Evidence from neuroimaging research indicates that emotion and logic are integrated in which area(s) of the brain?
a. prefrontal cortex
b. anterior insula
c. amygdala
d. all of the above
Q:
Implicit social beliefs are affected by the ways in which different cohorts or generations are socialized. For example, one study found that the belief that "marriage is more important than career" tended to______ in importance with age.a. increaseb. decreasec. show an inverted U-shaped. remain stable
Q:
Reasoning about highly emotionally charged dilemmas
a. is easier for young adults.
b. is easier for older adults.
c. is easier for adolescents.
d. is easier for middle-aged adults.
Q:
Research on emotion and thought processes has concluded that
a. younger adults tended to think at higher developmental levels when confronted with emotionally charged problems, such as unethical behavior at work.
b. middle-aged adults tended to think at lower developmental levels when confronted with emotionally charged problems, such as unethical behavior at work.
c. high school students tended to think at the highest developmental levels when confronted with emotionally charged problems.
d. middle-aged adults tended to think at higher developmental levels when confronted with emotionally charged problems.
Q:
One potential danger of relativistic thinking is that it can lead to
a. absolutist thinking.
b. cynicism.
c. preoperational thinking.
d. biased thinking.
Q:
Realizing that there can be more than one right answer to a problem, and that the right answer depends on the circumstances, demonstrates
a. absolutism.
b. mechanism.
c. formalism.
d. relativism.
Q:
According to Kramer, Kahlbaugh, and Goldston (1992), reflective judgment progresses in the following order:
a. relativistic, absolutist, dialectical
b. absolutist, relativistic, dialectical
c. dialectical, relativistic, absolutist
d. absolutist, dialectical, relativistic
Q:
Kramer, Kahlbaugh, and Goldston (1992) identified three distinct styles of thinking: absolutist, relativistic, anda. dialectical.b. diabolical.c. diversified.d. demographical.
Q:
The statements "Each person is entitled to his or her own viewpoint." and "I cannot force my opinions on anyone else." are characteristic of
a. postformal thought.
b. quasi-reflective thinking.
c. absolutist thinking.
d. none of these.
Q:
Postformal thought is characterized by all of the following except
a. the correct answer varies from situation to situation.
b. there is only one correct answer.
c. emotion and subjective factors usually play a role in thinking.
d. the recognition that the solutions must be realistic.
Q:
Which type of thought is characterized by the recognition that the correct answer varies from situation to situation, solutions must be realistic, ambiguity is the rule rather than the exception, and emotion and subjective factors usually play a role in thinking?
a. concrete operational thought
b. formal operational thought
c. postformal thought
d. reflective thought
Q:
Research on developmental trends in formal operations shows that
a. older adults outperform younger adults.
b. college-educated adults typically skip this stage.
c. all adults operate at this level.
d. some adults never attain this level.
Q:
Which of the following is not a characteristic of formal operations?
a. hypothetico-deductive thought
b. logical structure
c. reality constraints
d. one solution
Q:
Which of the following statements is an example of unconstrained thought?
a. "There is only one answer to this problem."
b. "Let's assume the United States disarms unilaterally."
c. "If A > B, and B > C, then A > C."
d. "If you do not agree that standing on your head is silly, then you are wrong."
Q:
Mary is frustrated because her psychology professor will not tell her which theory of intelligence is the "correct"
one. Mary is demonstrating which aspect of formal operations?
a. hypothetico-deductive thought
b. multiple frameworks
c. reality constraints
d. single solution
Q:
Which of the following is the correct sequence of Piaget's stages?
a. concrete operations, sensorimotor, formal operations, preoperational
b. sensorimotor, preoperational, concrete operations, formal operations
c. formal operations, concrete operations, preoperational, sensorimotor
d. preoperational, formal operations, sensorimotor, concrete operations
Q:
Traditional scientific reasoning is an example of which aspect of formal operations?
a. hypothetico-deductive thought
b. multiple frameworks
c. reality constraints
d. multiple solutions
Q:
Changing how you study for algebra exams as compared with history exams would be an example of________ in
Piaget's theory.
a. organization
b. operations
c. accommodation
d. assimilation
Q:
According to Piaget's theory, changing one's thoughts to make a better approximation of the world is called
a. organization.
b. operations.
c. accommodation.
d. assimilation.
Q:
Using what you know about fast food restaurants to order lunch at a new burger place is an example of________in
Piaget's theory.
a. organization
b. operations
c. accommodation
d. assimilation
Q:
According to Piaget's theory, interpreting the world in terms of existing cognitive structures is called
a. organization.
b. operations.
c. accommodation.
d. assimilation.
Q:
According to Piaget, what is responsible for cognitive development?
a. changes in cognitive structures
b. changes in function
c. changes in assimilation processes
d. changes in behavior
Q:
Which theorist(s) proposed that the development of intelligence stems from the emergence of increasingly complex cognitive structures?
a. Piaget
b. Blanchard-Fields
c. Jung and Haier
d. Baltes
Q:
The results from Project ACTIVE indicate that declines in fluid abilities area. inevitable.b. undefined.c. reversible.d. permanent.
Q:
In Project ACTIVE, which group did not benefit from memory training?
a. those with cardiovascular disease
b. those with a mild cognitive impairment
c. those with depression
d. those living in nursing homes
Q:
Research on the long-term effects of cognitive training on fluid abilities shows that
a. effects can last as long as seven years.
b. effects do not last longer than one year.
c. effects are strong in the beginning and then diminish.
d. effects are present only in women.
Q:
Project ACTIVE examined whether primary mental abilities could be trained. Which second-order ability is related to the abilities trained in ACTIVE?
a. fluid intelligence
b. crystallized intelligence
c. short-term memory
d. long-term memory
Q:
The purpose of Project ACTIVE was to study
a. inductive reasoning.
b. older persons' use of mnemonic devices.
c. training of primary mental abilities.
d. vocabulary changes over the life span.
Q:
_______are the intellectual abilities most likely to decline with age.
a. The primary mental abilities that compose crystallized intelligence
b. The primary mental abilities that compose fluid intelligence
c. The ability to classify objects into groups and to mentally reverse actions
d. Metamemory and memory monitoring
Q:
The effects of age on cognition and intelligence are related, at least in part, to vascular disease that selectively affects the
a. visual cortex.
b. level of the neurotransmitter serotonin.
c. density of brain white matter.
d. prefrontal brain.
Q:
Individuals with which personality characteristic at midlife tended to experience fewer declines in intellectual competence?
a. egocentricism
b. personal control
c. flexible attitude
d. introversion
Q:
High levels of___________ has/have been associated with lower rates of dementia.
a. white matter hyperintensities
b. B vitamins in one's diet
c. education
d. egocentrism in one's personality
Q:
Which of the following is not a social demographic variable implicated in reducing rates of intellectual decline?
a. having a complex job
b. exposure to stimulating environments
c. utilization of cultural and educational resources
d. low educational level