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Multiple Choice
A) evaluate an intelligence test to determine if it is reliable.
B) evaluate an intelligence test to determine if it is valid.
C) understand why there are learning disabilities.
D) evaluate individuals relative to a typical or standard score on an intelligence test.
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A) valid.
B) normed.
C) reliable.
D) standardized.
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A) psychometrics.
B) standardized testing.
C) achievement testing.
D) percentile ranking.
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A) identify children who might have difficulty in school
B) identify gifted children
C) measure scholastic achievement
D) measure the intelligence of normal children
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A) test anxiety.
B) gender dissonance.
C) gender bias.
D) stereotype threat.
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A) genetically based
B) incremental
C) entity
D) tied to race or sex
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Multiple Choice
A) Teachers should tailor their teaching to fit the material.
B) Teachers should tailor their teaching to match each individual student's learning style.
C) Teachers should tailor their teaching to match the modal (i.e., most frequent) learning style found in their classroom.
D) Teachers should tailor their teaching primarily towards reading/writing learners.
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Multiple Choice
A) reliability
B) discriminative power
C) statistical power
D) validity
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Multiple Choice
A) Brain size, but not the degree of convolution, is correlated with intelligence scores.
B) The degree of convolution, but not brain size, is correlated with intelligence scores.
C) Both the size and degree of convolution of the cortex are correlated with intelligence scores.
D) Neither the size, nor the degree of convolution of the cortex, are correlated with intelligence scores.
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A) insight.
B) heuristics.
C) creativity.
D) latent learning.
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A) crystallized
B) fluid
C) creative
D) existential
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A) working memory capacity
B) visual acuity
C) typing speed
D) schizophrenia
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A) divergent thinking
B) mental set
C) mental age
D) creativity
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A) bodily kinesthetic and intrapersonal
B) logical/mathematical and visual/spatial
C) visual/spatial and interpersonal
D) verbal/linguistic and logical/mathematical
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A) creative
B) analytical
C) experiential
D) practical
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A) visual pattern completion
B) sentence completion
C) vocabulary recognition
D) general information
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A) may have low validity.
B) may have low reliability.
C) has high validity.
D) has high reliability.
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Multiple Choice
A) a person's score on a test is pretty much the same every time he or she takes it.
B) it contains an adequate sample of the skills it is supposed to measure.
C) its results agree with a more direct measure of what the test is designed to predict.
D) it is culture-free.
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