Title: Thinking and Intelligence
Course: Question Banks

Q: If you have an exam coming up in 2 weeks, what is the best way to space your studying to maximize your learning?
- Study once per week for 7 hours (Incorrect. Spacing out your studying by doing shorter, more frequent sessions is more effective than cramming it all into one or two study sessions.)
- Study right before the exam for 14 hours (Incorrect. Spacing out your studying by doing shorter, more frequent sessions is more effective than cramming it all into one or two study sessions.)
- Study every day for 1 hour (Correct. Studying every day for a quiz or exam is more effective than cramming.)
A: Study every day for 1 hour

Q: To be prepared for your exam, you need to study for 10 hours. How should you split up your study time to be most effective?
- Study for 5 hours on 2 different days (Incorrect. Spacing out your studying by doing shorter, more frequent sessions is more effective than cramming it all into one or two study sessions.)
- Study for 10 hours all on the same day (Incorrect. Spacing out your studying by doing shorter, more frequent sessions is more effective than cramming it all into one or two study sessions.)
- Study for 1 hour per day (Correct. Studying every day for a quiz or exam is more effective than cramming.)
A: Study for 1 hour per day

Q: Rylee has moved to a new city and is visiting the doctor for the first time. Even though she’s never been before, she goes to the check-in counter first and then waits patiently in the waiting room chairs. She does this because
- she watches everyone else in the room first to ensure that is the appropriate behavior. (Incorrect. Perhaps Rylee does observe and imitate others’ behavior, but this does not completely explain the cognitive process involved in knowing what to do in a new situation.)
- she observes the layout of the room and creates a new concept for doctor’s offices, then acts accordingly. (Incorrect. You may be thinking that concepts can be generated by observing details, but consider that concepts are bigger “file cabinets” of information, made by categorizing and combining information from your experiences.)
- she has a role schema for how a patient behaves in a waiting room. (Incorrect. A role schema involves assumptions about how other people in certain roles will behave. Consider the cognitive processes involved in Rylee knowing what to do.)
- she already has a concept for doctors offices and automatically applies that to the new office. (Correct. Even though Rylee has never been to this doctor’s office, she has a concept in mind for medical offices and the objects in them that allows her to know what to do.)
A: she already has a concept for doctors offices and automatically applies that to the new office.

Q: Tyler and Eric agree that spiders have eight legs, but Tyler thinks spiders are scary and gross, while Eric finds them nice and interesting. What explains the differences between what Tyler thinks and what Eric thinks?
- Tyler and Eric have different categories of spiders. (Incorrect. Tyler and Eric agree on the larger category of spiders and their common features, but this does not completely explain the difference in their thinking about spiders. Consider the term that captures how their personal experience (direct or indirect) with spiders may influence their thinking.)
- Tyler and Eric hold different core features of spiders. (Incorrect.Tyler and Eric agree on the larger category of spiders and their common features, but this does not completely explain the difference in their thinking about spiders. Consider the term that captures how their personal experience (direct or indirect) with spiders may influence their thinking.)
- Tyler and Eric have different cognitive scripts of spiders. (Incorrect. A cognitive script is informed by our patterns of behavior and refers to a set of behaviors that are routine and performed in the same way every time.)
- Tyler and Eric have different concepts of spiders. (Correct. Concepts can be personal and individualized and based on life experiences. If Tyler and Eric have different personal experiences with spiders (direct or indirect), then they are likely to extend that experience to other spiders they encounter, which becomes part of their concept of spiders.)
A: Tyler and Eric have different concepts of spiders.

Q: 4-year old Jada, who lives close to a lake in Virginia, is learning about animals. Her prototype for an amphibian is most likely a
- salamander. (Incorrect. While a salamander is a type of amphibian, it is not likely to be the best example of an amphibian that comes to mind for a 4-year-old child.)
- newt. (Incorrect. While a newt is a type of amphibian, it is not likely to be the best example of an amphibian that comes to mind for a 4-year-old child.)
- caecilian. (Incorrect. While a caecilian is a type of amphibian, it is not likely to be the best example of an amphibian that comes to mind for a 4-year-old child.)
- frog. (Correct. A prototype is the best example or representation of a concept, and for a 4-year-old child, a frog is likely to be the best example of an amphibian that comes to mind.)
A: frog.

Q: The best example of a concept is a
- archetype. (Incorrect. Archetypes were proposed by Carl Jung to represent universal themes and common experiences across cultures, but they do not reflect the best example of a concept.)
- category. (Incorrect. A category refers to a set of objects that share commonalities, but it does not reflect the best example of a concept.)
- schema. (Incorrect. A schema refers to a collection of related concepts, but it does not reflect the best example of a concept.)
- prototype. (Correct. A prototype reflects the best example, or representation, of a concept.)
A: prototype.

Q: Officially, insects are a class of invertebrates with a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. This description is a
- category. (Incorrect. The objects in a category share many commonalities, but they are different from one another.)
- natural concept. (Incorrect. A natural concept means that items have some, not all, of the characteristics that define the concept in common, and indirect and direct experience shapes our understanding of these concepts.)
- cognitive script. (Incorrect. A cognitive script is informed by our patterns of behavior and refers to a set of behaviors that are routine and performed in the same way every time.)
- artificial concept. (Correct.An artificial concept is defined by a specific set of characteristics that all items in that concept have, that are always the same, and that must be present for membership in the concept.)
A: artificial concept.

Q: ________ concepts are the ones we know through experience.
- Heuristic (Incorrect. Heuristic is a type of problem-solving strategy.)
- Artificial (Incorrect. Artificial concepts are defined by a specific set of characteristics that are always the same, regardless of one’s experience with the concepts.)
- Prototypic (Incorrect. While personal experience may contribute to the development of a prototype, the term prototype reflects the best example, or representation, of a concept.)
- Natural (Correct. Natural concepts are formed through indirect and/or direct experience that shapes our understanding of those concepts.)
A: Natural

Q: Using algorithms to solve problems can be compared to
- following your gut instinct. (Incorrect. The approach described here is too general and not likely to be efficient. Consider what reflects a more specific and efficient problem-solving strategy.)
- trying to solve it first, then working backwards if you get stuck. (Incorrect. The approach described here is too general. Consider what reflects a more specific and efficient problem-solving strategy.)
- trial and error (Incorrect. Trial and error involves trying different solutions until one works. Consider what reflects a more efficient problem-solving approach than this.)
- following the instruction manual. (Correct. Algorithms involve the type of step-by-step problem-solving approach that you would find in an instruction manual.)
A: following the instruction manual.

Q: ________ provide step-by-step instructions for solving a problem or performing a task.
- Heuristics (Incorrect. The use of heuristics is a general problem-solving approach. Consider what reflects a more specific and efficient problem-solving approach.)
- Working backwards (Incorrect. When working backwards, the end result is the starting point for solving a problem. This is a general problem-solving approach. Consider what reflects a more specific, step-by-step approach.)
- Rules of thumb (Incorrect. Using rules of thumb involves general “mental shortcuts.” Consider what reflects a more specific, step-by-step approach to problem solving)
- Algorithms (Correct. The use of algorithms involves a step-by-step problem-solving approach.)
A: Algorithms

Q: Which is the faster technique for solving a problem?
- Algorithms (Incorrect.The use of algorithms involves a step-by-step problem-solving approach that must be followed exactly in order to produce the same results every time they are performed. As such, it may not be the fastest approach.)
- Trial-and-error (Incorrect. Trial and error involves trying different solutions until one works, and it is not a very efficient problem-solving approach.)
- Problem identification (Incorrect. While clearly identifying the problem is the first step in solving it, this alone is not a technique for solving a problem.)
- Heuristics (Correct. Heuristics are general “mental shortcuts” used to solve problems, and they may be faster than other approaches.)
A: Heuristics

Q: Miranda has to make a decision, but has a ton of information and not a lot of time. Which problem-solving strategy should she use?
- Algorithms. (Incorrect. When there is a lot of information to manage and time is limited, using algorithms, which involves following step-by-step instructions in exact order, may not be the best strategy.)
- trial-and-error. (Incorrect. Trial and error involves trying different solutions until one works, and it is not a very efficient problem-solving approach.)
- brainstorming. (Incorrect. While brainstorming ideas may be part of an initial approach to making this decision, it would not be the best problem-solving strategy in this situation.)
- heuristics. (Correct. Using heuristics as a general problem solving approach is useful when there is a lot of information to manage and time is limited.)
A: heuristics.

Q: Leini is working on building a bookshelf in her backyard when she gets a terrible itch on her back. She gripes about not being able to reach it, and goes inside to look for a back-scratcher or a kitchen spoon. She could have just used the hammer she was holding in her hand, but she didn’t think of that. This is an example of
- confirmation bias. (Incorrect. Confirmation bias is the tendency to verify and confirm our existing memories rather than to challenge and disconfirm them. In this case, the problem is that Leini is unable to see that a hammer could be used as a potential back scratcher.)
- salience. (Incorrect. Salience occurs when certain stimuli grab our attention, making it more likely to be remembered. In this case, the problem is that Leini is unable to see that a hammer could be used as a potential back scratcher.)
- availability bias. (Incorrect. Availability bias refers to making a decision based on readily available examples in your mind, often from some recent information or a specific experience. In this case, the problem is that Leini is unable to see that a hammer could be used as a potential back scratcher.)
- functional fixedness. (Correct. Functional fixedness happens when schemas prevent us from seeing and using objects in new and nontraditional ways. In this case, Leini’s functional fixedness prevents her from seeing a hammer as a potential back scratcher.)
A: functional fixedness.

Q: Mental sets occur
- when you erroneously attribute someone else’s behavior to their current mental state. (Incorrect. Attributing someone’s behavior to their mental state is not a mental set. Remember that mental sets interfere with effective problem solving and decision making.)
- when you use the same algorithm to solve multiple problems. (Incorrect. Using the same algorithm to solve multiple problems may be effective. Remember that mental sets interfere with effective problem solving and decision making.)
- when you use a heuristic to solve a problem. (Incorrect. Using a heuristic to solve a problem may be effective. Remember that mental sets interfere with effective problem solving and decision making.)
- when you approach a problem the same way, even if it is ineffective. (Correct. A mental set involves persisting in a problem solving approach that may have worked in the past, even though it is not working now to produce desired results.)
A: when you approach a problem the same way, even if it is ineffective.

Q: If you think baseball is boring and reluctantly agree to join your friend at the ballpark, chances are good you will be ready to go by the seventh inning stretch, even though it has been a high-scoring game. This is an example of
- functional fixedness. (Incorrect. Functional fixedness happens when schemas prevent us from seeing and using objects in new and nontraditional ways. In this case, your thinking that baseball is boring is a pre-existing belief, and even though a high-scoring game is not likely to be boring, you do not take that into account when making your decision to leave.)
- the availability heuristic. (Incorrect. The availability heuristic refers to making a decision based on readily available examples in your mind, even though it might not be the best information. In this case, your thinking that baseball is boring is a pre-existing belief, and even though a high-scoring game is not likely to be boring, you do not take that into account when making your decision to leave.)
- representative bias. (Incorrect. Representative bias refers to unintentionally stereotyping someone or something because they are considered so similar to something else. In this case, your thinking that baseball is boring is a pre-existing belief, and even though a high-scoring game is not likely to be boring, you do not take that into account when making your decision to leave.)
- confirmation bias. (Correct. Confirmation bias occurs when we look for or focus on information that confirms beliefs we already have, and we do not take into account information that goes against our pre-existing beliefs. In this case, your thinking that baseball is boring is a pre-existing belief, and even though a high-scoring game is not likely to be boring, you do not take that into account when making your decision to leave.)
A: confirmation bias.

Q: Hwan is extremely afraid of flying but is looking forward to a Spring Break trip to the coast with his friends. He decides that driving would be safer, so he convinces his roommate to cancel his flight to join him in the car. He is making this decision based on a/an
- functional fixedness. (Incorrect. Functional fixedness happens when schemas prevent us from seeing and using objects in new and nontraditional ways. In this case, the problem is that Hwan is making an assumption that driving is safer than flying, likely because it is easier for him to think of examples of plane crashes, so he assumes they occur more often.)
- confirmation bias. (Incorrect. Confirmation bias occurs when we look for or focus on information that confirms beliefs we already have and our initial judgments of others. In this case, Hwan is making an assumption that driving is safer than flying, likely because it is easier for him to think of examples of plane crashes, so he assumes they occur more often.)
- representative bias. (Incorrect. Representative bias refers to unintentionally stereotyping someone or something because they are considered so similar to something else. In this case, Hwan is making an assumption that driving is safer than flying, likely because it is easier for him to think of examples of plane crashes, so he assumes they occur more often.)
- availability heuristic. (Correct. The availability heuristic refers to making a decision based on readily available examples in your mind, even though it might not be the best or accurate information. In this case, Hwan is making an assumption that driving is safer than flying, likely because it is easier for him to think of examples of plane crashes, so he assumes they occur more often.)
A: availability heuristic.

Q: Jaxon sat down next to Harvey on the bus and immediately asked, “did you see Harper’s stats last night?” Because they share ________, Jaxon didn’t need to explain that he was talking about the baseball game.
- audience design (Incorrect. Audience design would come into play if Harvey was not familiar with baseball, and Jaxon planned and shifted his use of language to help Harvey understand what he meant. Consider the process involved when Jaxon takes into account the knowledge that he and Harvey already share.)
- priming (Incorrect. Priming occurs when your thinking about one concept reminds you about other related concepts, and it reflects an internal cognitive process.)
- conversational coordination (Incorrect. Conversational coordination involves an interactive process of aligning with each others’ language use by using similar words, expressions and sentence structure. In this case, consider the process involved when Jaxon takes into account the knowledge that he and Harvey already share.)
- common ground (Correct.Common ground refers to knowledge that the speaker and listener assume they share. Jaxon takes into account what he (the speaker) thinks the listener knows.)
A: common ground

Q: Shianne tells the group of people at the table at her workshop that she’s from Salt Lake City. A young man replies that he is also from Salt Lake, so he asks Shianne what area she’s from. Shianne admits that she is really from Bountiful, which is north of Salt Lake City. The fact that she gives this additional information is an example of
- social network. (Incorrect. A social network is more about how information travels among people.)
- priming. (Incorrect. Priming occurs when your thinking about one concept reminds you about other related concepts, and it reflects an internal cognitive process. This case describes an interactive process where Shianne provided detail about where she is from once the person she was talking with said he was also from Salt Lake City.)
- conversational coordination (Incorrect. Conversational coordination involves an interactive process of aligning with each others’ language use by using similar words, expressions and sentence structure. In this case, Shianne provided more detail about where is from when she learned that the listener (her “audience”) was from Salt Lake City.)
- audience design. (Correct. Audience design involves shifting and shaping one’s use of language in response to who is listening. In this case, Shianne provided more detail about where is from when she learned that the listener (her “audience”) was from Salt Lake City.)
A: audience design.

Q: Amira came to the United States for college. She has near perfect English, but her roommates tease her when she accidentally asks, “Did you shower yourself today?” instead of, “Did you take a shower?” This is an example of incorrect ________ structure.
- Semantic (Incorrect. Semantics refers to how we make meaning of words. In this case, the problem is that Amira organized words in a way that went against rules for how words are arranged.)
- lexicon (Incorrect. Lexicon refers to the words and expressions that make up a language. In this case, the problem is that Amira organized her words in a way that went against rules for how words are arranged.)
- morpheme (Incorrect. A morpheme is the smallest meaningful unit of language. In this case, the problem is that Amira organized words in a way that went against rules for how words are arranged.)
- syntax (Correct. In this case, Amira organized words in a way that went against the rules that govern how words and phrases are arranged to form sentences.)
A: syntax

Q: Caleb uses the words “sofa,” “soda,” and “dinner,” instead of “couch,” “soft drink,” and “supper.” When others use the same words in conversation, they have adopted the same
- syntax. (Incorrect. Syntax refers to the rules that govern how words and phrases are arranged to form sentences. This example is more about the collection of words that make up a common vocabulary.)
- audience design. (Incorrect. Audience design involves shifting and shaping one’s use of language in response to who is listening. This example is more about the collection of words that make up a common vocabulary.)
- semantics. (Incorrect. Semantics refers to how we make meaning of words. This example is more about the collection of words that make up a common vocabulary.)
- lexicon. (Correct. Lexicon refers to the words and expressions that make up a language.)
A: lexicon.

Q: Two-thirds of typical conversations are about ________.
- families or family matters. (Incorrect. While family matters may be a common topic of conversation, by itself it does not make up two-thirds of typical conversations.)
- factual information. (Incorrect. While factual information may be part of a conversation, by itself it does not make up two-thirds of typical conversations.)
- emotions. (Incorrect. While emotions may be discussed as part of a conversation, emotions alone do not make up two-thirds of typical conversations.)
- gossip. (Correct. Research indicates that 60-70% of conversations are about gossip. People tend to talk about themselves and others they know.)
A: gossip.

Q: What statement is true of gossip and story-telling?
- The first person who tells the story is most likely to include the least amount of detail. (Incorrect. Typically, the story starts with the most detail.)
- Gossip typically spreads to 2-3 people. (Incorrect. There is no data to support the claim that gossip dies out after just four people.)
- When gossiping, people tend to use adjectives to describe members of their own group (e.g. She's so nice!). (Correct. People tend to describe positive actions of their ingroup members using adjectives (e.g., he is generous) rather than verbs (e.g., he gave a blind man some change).)
- As a story is retold, the stereotypical information is likely to be dropped out of the retelling. (Incorrect. After the retelling of this story, much of the counter-stereotypical information was dropped, and stereotypical information was more likely to be retained. Because stereotypes are part of the common ground shared by the community, this finding too suggests that conversational retellings are likely to reproduce conventional content.)
A: As a story is retold, the stereotypical information is likely to be dropped out of the retelling.

Q: The words we use are called
- phonemes. (Incorrect. A phoneme refers to the smallest units of sound in a language, not the collection of words we use.)
- morphemes. (Incorrect. A morpheme is the smallest meaningful unit of language, not the collection of words we use.)
- semantics. (Incorrect. Semantics refers to how we make meaning of the words we use, not the collection of words themselves.)
- lexicon. (Correct. Lexicon refers to the words and expressions that make up the vocabulary of a language.)
A: lexicon.

Q: The units of language from the smallest unit to the largest are
- syntax, phoneme, morpheme. (Incorrect. The smallest component of language is not listed first in this example. Try again.)
- morpheme, phoneme, syntax. (Incorrect. The smallest component of language is not listed first in this example. Try again.)
- Lexicon, syntax, morpheme (Incorrect. The smallest component is not listed first in this example. Try again.)
- phoneme, morpheme, syntax. (Correct. This list moves from the smallest component to the broadest. As the smallest unit of sound in a language, phoneme is the smallest component. Phonemes are combined to create morphemes, which are the smallest units of language that have meaning. Syntax refers to the set of rules we use to create sentences and is a more complex component of language than the smallest units of sound or meaning.)
A: phoneme, morpheme, syntax.

Q: Baby Aiden is born with an ability to learn any and all languages, but will grow to have a difficult time discriminating between phonemes used in other languages besides his native English at around
- 2–5 months old. (Incorrect. Babies can discriminate between sounds used in all human languages at this age, even those sounds that are not used in the languages in their environments.)
- 6–8 months old. (Incorrect. Babies can discriminate between sounds used in all human languages at this age, even those sounds that are not used in the languages in their environments.)
- 9-11 months old. (Incorrect. Babies can discriminate between sounds used in all human languages at this age, even those sounds that are not used in the languages in their environments.)
- 12 months old (Correct. By the time children are about one year old, they can only discriminate among those phonemes used in the language(s) in their environments.)
A: 12 months old

Q: What is the basic sound unit of a language?
- morpheme (Incorrect. A morpheme is the smallest unit of language that has some meaning, not the basic unit of sound.)
- syntax (Incorrect. Syntax refers to the set of rules we use to create sentences and is a more complex component of language than the basic units of sound in a language.)
- lexicon (Incorrect. Lexicon refers to the words and expressions that make up a language, not the basic sound units of a language.)
- phoneme (Correct. A phoneme refers to the smallest units of sound in a language.)
A: phoneme

Q: Which is an example of a morpheme?
- lg (Incorrect. The letters “lg” do not convey meaning. They cannot stand alone as a word, and they cannot be attached to a word as a prefix or suffix.)
- p (Incorrect. The letter “p” does not convey meaning. It cannot stand alone as a word, and it cannot be attached to a word as a prefix or suffix.)
- tc (Incorrect. The letters “tc” do not convey meaning. They cannot stand alone as a word, and they cannot be attached to a word as a prefix or suffix.)
- un (Correct. A morpheme is the smallest unit of language that has some meaning, and “un” can serve as a prefix meaning “not.”)
A: un

Q: Researchers ________ concluded that language determines thoughts.
- Charles Spearman and Howard Gardner (Incorrect. Spearman and Gardner developed theories of intelligence. Spearman proposed that intelligence is made up of one general factor, called g, and focused on commonalities among intellectual abilities. Gardner developed a theory of multiple intelligences.)
- Noam Chomsky and B. F. Skinner (Incorrect. Chomsky proposed that we are born with a biological predisposition to acquire language. Skinner proposed that language is learned through reinforcement.)
- Raymond Cattell and Robert Sternberg (Incorrect. Cattell and Sternberg developed theories of intelligence, not language development. Cattell divided intelligence into two parts: fluid and crystallized. Sternberg proposed the triarchic theory of intelligence that included three kinds of intelligence: analytical, creative, and practical.)
- Edward Sapir and Benjamin Lee Whorf (Correct. Sapir and Whorf proposed that the language people use determines their thoughts.)
A: Edward Sapir and Benjamin Lee Whorf

Q: Chinese speakers
- may be less likely to describe time on a vertical axis than English speakers. (Incorrect. Research indicates the opposite, that Mandarin Chinese speakers may be more likely to talk about time in terms of a vertical dimension compared to English speakers.)
- are not susceptible to linguistic determinism. (Incorrect. Research comparing English and Mandarin Chinese speakers and how they talk and think about time demonstrates linguistic determination, i.e., differences in language determine how people think.)
- only refer to time in horizontal terms. (Incorrect. Research indicates that Mandarin Chinese speakers describe time in both horizontal and vertical terms.)
- may be more prone to think of time on a vertical or horizontal plane. (Correct. Research indicates that Mandarin Chinese speakers describe time in horizontal and vertical terms.)
A: may be more prone to think of time on a vertical or horizontal plane.

Q: Pronoun drop is more likely to occur in ________ cultures.
- Individualistic (Incorrect. Research indicates that people living in more individualistic cultures tend to use pronouns like “I” in their sentences, rather than drop them.)
- indigenous (Incorrect. Consider what the research indicates about pronoun drop and non-pronoun drop languages and how that relates to cultural values.)
- deterministic (Incorrect. Consider what the research indicates about pronoun drop and non-pronoun drop languages and how that relates to cultural values.)
- collectivist (Correct. Research indicates that people living in more collectivist cultures tend to drop pronouns like “I” from their sentences.)
A: collectivist

Q: Learning how to operate new program on your computer would require ________ intelligence.
- crystallized (Incorrect. Crystallized intelligence involves the ability to recall information that you have already acquired and apply it to straightforward problems, not applying that information to new and challenging situations.)
- analytic (Incorrect. Analytic intelligence is involved when you analyze and evaluate data. It is closely aligned with academic tasks and mathematical problem solving.)
- naturalistic (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world rather than how you apply information to solve problems.)
- fluid (Correct. Fluid intelligence helps you tackle complex and novel challenges.)
A: fluid

Q: Comparing which cell phone to buy and contrasting the different contracts that come with each purchase in an example of using ________ intelligence.
- creative (Incorrect. You use creative intelligence when you invent or imagine novel solutions to a problem, and the focus here is more about evaluating information.)
- practical (Incorrect. You use practical intelligence when you solve everyday problems with information that you already know based on your experiences, and the focus here is more about evaluating information.)
- linguistic (Incorrect. Linguistic intelligence includes abilities related to understanding language, sounds, and meanings of words. The focus here is more about evaluating information.)
- analytical (Correct. Analytical intelligence is involved when you analyze and evaluate information, such as comparing and contrasting cell phone contracts.)
A: analytical

Q: Grant and Reid are six-year old twins. They want to find a way to get the frisbee off of the roof without asking for help, so Grant climbs a tree in order to push down a branch so that Reid can reach it. They wiggle the branch until it snaps, then use the branch with a fan of leaves to sweep down the frisbee. Their solution relies on ________ intelligence.
- analytic (Incorrect. Analytical intelligence is involved when you analyze and evaluate information, and the focus here is more about the twins’ ability to come up with a novel solution to a challenging situation.)
- practical (Incorrect. You use practical intelligence when you solve everyday problems with information that you already know based on your experiences, and the focus here is more about the twins’ ability to come up with a novel solution to a challenging situation.)
- interpersonal (Incorrect. Interpersonal intelligence involves the ability to understand and be sensitive to others’ emotions, and the focus here is more about the twins’ ability to come up with a novel solution to a challenging situation.)
- creative (Correct. You use creative intelligence when you invent novel solutions to a problem.)
A: creative

Q: Which type of intelligence is sometimes called “street smarts”?
- analytic (Incorrect. Analytical intelligence is involved when you analyze and evaluate information. Consider the type of intelligence that you might think of as common sense.)
- creative (Incorrect. You use creative intelligence when you invent novel solutions to a problem. Consider the type of intelligence that you might think of as common sense.)
- interpersonal (Incorrect. Interpersonal intelligence involves the ability to understand and be sensitive to others’ emotions. Consider the type of intelligence that you might think of as common sense.)
- practical (Correct. You use practical intelligence when you solve everyday problems with information that you already know based on your experiences.)
A: practical

Q: As people age, they hold on to their accumulated knowledge and memories and tend to increase in emotional intelligence. There is typically a decline, however, in their ability to see complex relationships and solve problems. This is a decline in ________ intelligence.
- crystalized (Incorrect. Crystallized intelligence involves the ability to recall information that you have already acquired, which is preserved as people age. Consider what abilities decline as people age.)
- analytical (Incorrect. Analytical intelligence is involved when you analyze and evaluate information. Consider what abilities decline as people age.)
- Intrapersonal (Incorrect. Intrapersonal intelligence involves the ability to use personal feelings and motivations to to direct behavior and reach personal goals. Consider what abilities decline as people age.)
- fluid (Correct. Fluid intelligence helps you see complex relationships and tackle novel challenges.)
A: fluid

Q: Jonas loves working as a TA for his Physics professor and especially loves the excitement involved in solving problems. This exemplifies ________ intelligence.
- interpersonal (Incorrect. Interpersonal intelligence involves the ability to understand and be sensitive to others’ emotions. The focus here is more about working with numbers and solving problems.)
- spatial (Incorrect. Spatial intelligence involves the ability to perceive relationships between objects and how they move in space. The focus here is more about working with numbers and solving problems.)
- bodily-kinesthetic (Incorrect. Bodily-kinesthetic intelligence refers to the ability to control the movements of the body and perform physical tasks, not physics. The focus here is more about working with numbers and solving problems.)
- logical–mathematical (Correct. Logical-mathematical intelligence refers to the ability to use reason and logic when working with numbers and investigating and solving problems. Representative careers include scientist and mathematician.)
A: logical–mathematical

Q: Esther has an ear for music and can play songs on the piano she has only heard once before. She has high ________ intelligence.
- linguistic (Incorrect. Linguistic intelligence includes abilities related to understanding language, sounds, and meanings of words. The focus here is on learning songs, understanding rhythms, and playing instruments.)
- logical–mathematical (Incorrect. Logical-mathematical intelligence refers to the ability to use reason and logic when working with numbers and investigating and solving problems. The focus here is on learning songs, understanding rhythms, and playing instruments.)
- naturalistic (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world. The focus here is on learning songs, understanding rhythms, and playing instruments.)
- musical (Correct. Musical intelligence refers to abilities involved in understanding and appreciating various aspects of music, such as pitch, tone, and rhythm, as well as playing instruments.)
A: musical

Q: Demarco was good at every sport growing up, but decided to focus on just baseball and the discus once he got to college. What area of intelligence does he exemplify?
- intrapersonal (Incorrect. Intrapersonal intelligence involves the ability to use personal feelings and motivations to to direct one’s behavior and reach personal goals. While Demarco is making a decision to focus his efforts, this example is about the ability to control movements of the body to perform physical tasks, such as playing sports.)
- spatial (Incorrect. You may be thinking that spatial intelligence involves the ability to perceive relationships between objects and how they move in space. The focus here is on the ability to control movements of the body to perform physical tasks, such as playing sports.)
- naturalistic (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world. The focus here is on the ability to control movements of the body to perform physical tasks, such as playing sports.)
- bodily kinesthetic (Correct. Bodily-kinesthetic intelligence refers to the ability to control the movements of the body and perform physical tasks with balance and coordination, skills that are required to play sports.)
A: bodily kinesthetic

Q: Oprah is known for her ability to understand others and help them feel comfortable. What type of intelligence does she have a lot of?
- intrapersonal (Incorrect. Intrapersonal intelligence involves the ability to use personal feelings and motivations to to direct one’s behavior and reach personal goals. It reflects a personal focus on oneself. The focus here is on the ability to understand others’ emotions and help them feel comfortable.)
- naturalistic (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world. The focus here is on the ability to understand others’ emotions and help them feel comfortable.)
- linguistic (Incorrect. Linguistic intelligence includes abilities related to understanding language, sounds, and meanings of words, which Oprah may demonstrate when talking with others. The focus here is on the ability to understand others’ emotions and help them feel comfortable.)
- interpersonal (Correct. Interpersonal intelligence involves the ability to understand and be sensitive to others’ emotions, which Oprah demonstrates.)
A: interpersonal

Q: Destiny is excellent at working with shapes and models. Her dream job is to design for Lego one day. This exemplifies ________ intelligence.
- logical–mathematical (Incorrect. Logical-mathematical intelligence refers to the ability to use reason and logic when working with numbers and investigating and solving problems. The focus here is on understanding how objects are related and positioned in space.)
- naturalist (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world. The focus here is on understanding how objects are related and positioned in space.)
- bodily-kinesthetic (Incorrect.Bodily-kinesthetic intelligence refers to the ability to control the movements of the body and perform physical tasks with balance and coordination. The focus here is on understanding how objects, not parts of the body, are related and positioned in space.)
- spatial (Correct. Spatial intelligence involves the ability to perceive relationships between objects and how they move and are positioned in space.)
A: spatial

Q: Someone who understands their own emotions, shows empathy, and understands social relationships and cues would have high ________ intelligence.
- naturalist (Incorrect. Naturalistic intelligence involves the capacity to appreciate and interact with the natural world. The focus here is on elements of interpersonal and intrapersonal intelligence.)
- logical (Incorrect. Gardner used the term “logical-mathematical intelligence” to refer to the ability to use reason and logic when working with numbers and investigating and solving problems. The focus here is on elements of interpersonal and intrapersonal intelligence.)
- linguistic (Incorrect. Linguistic intelligence includes abilities related to understanding language, sounds, and meanings of words. The focus here is on elements of interpersonal and intrapersonal intelligence.)
- emotional (Correct. The ability to understand others’ emotions and social relationships (interpersonal) and the ability to understand one’s own emotions (intrapersonal) are thought to reflect emotional intelligence.)
A: emotional

Q: In order for something to be classified as creative, it should be original
- flexible, and inspiring. (Incorrect. It looks like you may be thinking of terms associated with the Unusual Uses Task. Consider the criteria for creativity as defined by the U.S. Patent Office.)
- valuable, and unique. (Incorrect. Consider the criteria for creativity as defined by the U.S. Patent Office. Also keep in mind that “unique” is redundant with “original” in this context.)
- associated, and distinct. (Incorrect. It looks like you are thinking of terms associated with the Remote Associates Test, a creativity test. Consider the criteria for creativity as defined by the U.S. Patent Office.)
- useful, and surprising. (Correct. The criteria for a creative idea, as defined by the U.S. Patent Office, include something that is unique (i.e., original), that functions in a way that is helpful (i.e., useful), and that it is not obvious (i.e., surprising).)
A: useful, and surprising.

Q: If something is original, it is
- valuable. (Incorrect. Consider the criteria for creativity as defined by the U.S. Patent Office.)
- interesting in some way. (Incorrect. Consider the criteria for creativity as defined by the U.S. Patent Office.)
- convergent (Incorrect. Convergent thinking is an approach to solving problems and generating ideas, but it is not what is meant by originality.)
- unique. (Correct. One of the criteria for a creative idea, as defined by the U.S. Patent Office, is something that is unique or original.)
A: unique.

Q: What do paint, doll, and cat all have in common?
- they all can combine with -house to form a word, and they are part of an intelligence test. (Incorrect. The first part of the response is correct, but the second part is incorrect.These might be words on the Remote Associates Test, which is a creativity test, not an intelligence test.)
- they all bring back memories of childhood, and can be used during psychoanalysis. (Incorrect. You might be thinking of free association, which is a technique used in psychoanalysis where the patient is asked to say whatever comes to mind. Consider how asking what these words have in common might help researchers understand the thinking process that lead to original, useful, and surprising ideas.)
- they all can combine with -house to form a word, which shows how fluent and flexible someone is. (Incorrect. The first part of the response is correct, but the second part is incorrect and reflects the scoring dimensions of the Unusual Uses Test.)
- they all can combine with -house to form a word, and they are part of creativity test. (Correct. These might be words on the Remote Associates Test, a creativity test where the respondent is asked to identify a word that can be associated with three other distinct words.)
A: they all can combine with -house to form a word, and they are part of creativity test.

Q: Thinking outside of the box is considered
- convergent thinking. (Incorrect. Convergent thinking involves honing in on a single best solution to a problem.)
- creative-cognitive processing. (Incorrect. Many different cognitive processes have been linked to creative thinking, and they all seem to involve thinking outside the box. Even so, researchers do not use a singular term to refer to creative cognitive processing or the creative process.)
- routine thinking. (Incorrect. “Outside the box” thinking requires more than routine, everyday thinking.)
- divergent thinking. (Correct. Divergent thinking reflects the capacity to produce multiple possibilities for solving a problem and unusual uses for something.)
A: divergent thinking.

Q: ________ was asked by the French government to develop an intelligence test to use with children to determine which ones might have difficulty in school.
- David Wechsler (Incorrect. The first intelligence tests that Wechsler developed were for use with adults. He was not asked by the French government to develop an intelligence test for use with children.)
- James Flynn (Incorrect. Flynn was a researcher who observed that each generation has higher intelligence scores than the last, which came to be known as the Flynn effect. He was not asked by the French government to develop an intelligence test for use with children.)
- Lewis Terman (Incorrect. Terman, a Stanford Professor, extended Binet’s work on intelligence testing, and named the revised test the Stanford-Binet Intelligence Scale. He was not asked by the French government to develop an intelligence test for use with children.)
- Alfred Binet (Correct. At the request of the French government, Binet developed an intelligence test in the 1900s to help determine which children might have difficulty in school.)
A: Alfred Binet

Q: The consistent manner of administering, scoring, and interpreting a test results in it being ________. If the test is given to a large amount of students, there will be enough data to create referential scores, by which to interpret future scores, known as ________.
- norms; standardization (That’s not correct. You have these two terms mixed up. Dr. Billimek has followed the procedures for standardizing his test by collecting data from a large group of people at various ages that are representative of the population. The results of data will be used to establish norms or average scores for various age groups on the test.)
- standardization; reliability (You are partially correct. Dr. Billimek has followed the procedures for standardizing his test by collecting data from a large group of people at various ages that are representative of the population. But he has not yet established the reliability of his test. Reliability is established by repeatedly giving the test to the same group of people and consistently getting similar score results. Rather Dr. Billimek is using the results of the data to establish norms or average scores for various age groups on the test.)
- valid; reliability (That’s not correct. Validity and reliability are two of the three requirements for a good test design, but they do not represent what Dr. Billimek has done. He has followed the procedures for standardizing his test by collecting data from a large group of people at various ages that are representative of the population. The results of data will be used to establish norms or average scores for various age groups on the test.)
- standardization; norms (That's correct! Dr. Billimek has followed the procedures for standardizing his test by collecting data from a large group of people at various ages that are representative of the population. The results of data will be used to establish norms or average scores for various age groups on the test.)
A: standardization; norms

Q: Most modern intelligence tests, such as the newly developed WISC-V, are based on work done by
- Alfred Binet. (Incorrect. Although Binet’s original work in intelligence testing was extended, and an updated version is in use today, Binet did not develop the WISC-V.)
- James Flynn. (Incorrect. Flynn was a researcher who observed that each generation has higher intelligence scores than the last, which came to be known as the Flynn effect. He did not develop an intelligence test.)
- Lewis Terman (Incorrect. Terman, a Stanford Professor, extended Binet’s work on intelligence testing, and named the revised test the Stanford-Binet Intelligence Scale. Terman did not develop the WISC-V.)
- David Wechsler. (Correct. The WISC-V is one of three intelligence tests credited to Wechsler.)
A: David Wechsler.

Q: ________ revised the Stanford-Binet Intelligence Scale to include more subfields. There are now many offshoots of his original test, including the popular WAIS.
- Alfred Binet. (Incorrect. Binet developed an early intelligence test in the 1900s to help determine which children might have difficulty in school. His work has been extended into the revised the Stanford-Binet Intelligence scale, but Binet did not develop the WAIS.)
- James Flynn. (Incorrect. Flynn was a researcher who observed that each generation has higher intelligence scores than the last, which came to be known as the Flynn effect. He did not develop an intelligence test.)
- Lewis Terman (Incorrect. Terman, a Stanford Professor, extended Binet’s work on intelligence testing, and named the revised test the Stanford-Binet Intelligence Scale. Terman did not develop the WAIS.)
- David Wechsler. (Correct. Wechsler developed the popular Wechsler Adult Intelligence Scale (WAIS) and two versions for use with children.)
A: David Wechsler.

Q: The ________ shows that each generation tends to have a higher IQ than the last generation.
- WAIS (Incorrect. The WAIS stands for the Wechsler Adult Intelligence Scale. It does not refer to the observation that each generation has higher intelligence scores than the last.)
- IQ curve (Incorrect. You may be thinking of the Bell Curve. The results of intelligence tests create a bell-shaped graph that shows how the IQ scores are distributed around a mean or average score.)
- representative sample (Incorrect. A representative sample is a subset of the population that accurately represents the larger, general population. It does not refer to the observation that each generation has higher intelligence scores than the last.)
- Flynn Effect (Correct. Flynn was a researcher who observed that each generation has higher intelligence scores than the last, which came to be known as the Flynn effect.)
A: Flynn Effect

Q: A bell curve relies on a ________ sample.
- small (Incorrect. A small sample size would make it less likely that the bell curve will represent the wider population.)
- reliable (Incorrect. Reliability is established by repeatedly giving a test to the same group of people and consistently getting similar scores.)
- nonrepresentative (Incorrect. A bell curve relies on a representative sample in order to accurately reflect the general population.)
- large (Correct. To create a bell curve, it is necessary to use a large sample size. Without a large sample size, it is less likely that the bell curve will represent the wider population.)
A: large

Q: An IQ score of 70 would be described as
- one standard deviation below the mean (Incorrect. If you subtracted one standard deviation from the mean (100-15 = 85), you would get an IQ of 85, which represents a score that is one standard deviation below the mean.)
- 30 points below the average (Incorrect. The way IQ scores are interpreted has remained the same over many years, and describing an IQ in this way is incorrect. The term standard deviation is used to describe how scores are dispersed around the average score.)
- one standard deviation above the mean (Incorrect. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so that an IQ of 115 would be described as one standard deviation above the mean (100 + 15 = 115))
- two standard deviations below the mean (Correct. An IQ of 70 would indicate a score that is two standard deviations below the mean. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so in this case the standard deviation would be subtracted twice from the mean (100-30 = 70).)
A: two standard deviations below the mean

Q: Lewis Terman did research on those with ________ IQs and found them to be well-adjusted adults.
- low (Incorrect. Terman did not study children with low IQ in his longitudinal study.)
- average (Incorrect. Terman did not study children with average IQ in his longitudinal study.)
- representative (Incorrect. In his longitudinal study, Terman focused on children with IQs in a specific range.)
- high (Correct. Terman conducted a longitudinal study of children, and results indicated that the children became well-educated, successful adults who were well-adjusted.)
A: high

Q: About 2% of the population have
- IQs below 85. (Incorrect. Consider that IQ tests are standardized with a mean of 100 and a standard deviation of 15, so that an IQ score of 85 is one standard deviation below the mean. According to the bell curve, about 16% of the population have IQs below 85.)
- IQs between 90-110. (Incorrect. Consider the bell curve. A small percentage of people will have scores at the extreme ends of the distribution of scores. IQs between 90 and 100 fall in the middle of the bell curve where more scores (a larger percentage of scores) cluster.)
- IQs one standard deviation above and below the mean. (Incorrect. Consider the bell curve. A small percentage of people will have scores at the extreme ends of the distribution of scores. IQs one standard deviation above and below the mean fall in the middle of the bell curve where more scores (a larger percentage of scores) cluster. About 68% of the population will have IQs that are one standard deviation above and below the mean.)
- IQs above 130. (Correct. Consistent with the bell curve, about 2% of the population have IQs above 130. People with IQs of 130 or higher are considered to be gifted or to have superior intelligence.)
A: IQs above 130.

Q: About 2% of the population have
- IQs above 115. (Incorrect. Consider that IQ tests are standardized with a mean of 100 and a standard deviation of 15, so that an IQ score of 115 is one standard deviation above the mean. According to the bell curve, about 16% of the population have IQs above 115.)
- IQs between 90-110. (Incorrect. Consider the bell curve. A small percentage of people will have scores at the extreme ends of the distribution of scores. IQs between 90 and 100 fall in the middle of the bell curve where more scores (a larger percentage of scores) cluster.)
- IQs one standard deviation above and below the mean. (Incorrect. Consider the bell curve. A small percentage of people will have scores at the extreme ends of the distribution of scores. IQs one standard deviation above and below the mean fall in the middle of the bell curve where more scores (a larger percentage of scores) cluster. About 68% of the population will have IQs that are one standard deviation above and below the mean.)
- IQs below 70. (Correct. Consistent with the bell curve, about 2% of the population have IQs below. People with IQs of 70 or below are considered to have an intellectual disability, with deficits in intellectual functioning and adaptive behavior.)
A: IQs below 70.

Q: The average IQ score is
- 70 (Incorrect. An IQ of 70 would indicate a score that is two standard deviations below the mean. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so in this case the standard deviation would be subtracted twice from the mean (100-30 = 70).)
- 85 (Incorrect. An IQ of 85 would indicate a score that is one standard deviation below the mean. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so in this case the standard deviation would be subtracted once from the mean (100-15 = 85).)
- 130 (Incorrect. An IQ of 130 would indicate a score that is two standard deviations above the mean. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so in this case the standard deviation would be added twice to the mean (100 + 30 = 130).)
- 100 (Correct. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so that a person with an average IQ will have a mean score of 100 on an IQ test.)
A: 100

Q: Identical twins raised together and identical twins raised apart exhibit ________ between their IQ scores than siblings or fraternal twins raised together.
- no correlation (Incorrect. Research comparing how IQs of identical twins who are raised together and apart relate to each other and how IQs of siblings and fraternal twins relate to each other supports a correlation.)
- negative correlation (Incorrect. When researchers compare how IQs of identical twins who are raised together and apart relate to each other and how IQs of siblings and fraternal twins relate to each other, their findings do not show a negative correlation.)
- lower correlation (Incorrect. Research does not show a lower correlation between IQs of identical twins who are raised together and apart compared to IQs of siblings or fraternal twins raised together.)
- higher correlation (Correct. Research indicates that identical twins raised together and identical twins raised apart show a higher correlation between their IQ scores than siblings or fraternal twins raised together. These findings support a genetic component to intelligence.)
A: higher correlation

Q: What is a major problem with intelligence tests mentioned in the text?
- IQ tests administered to the same individuals during their lifespan show dramatically different results. (Incorrect. Research indicates that IQ is relatively stable over time. This is not mentioned as a major problem with intelligence tests generally.)
- The length and breadth of IQ tests does not sufficiently cover Gardner’s multiple intelligences. (Incorrect. While researchers have asserted the difficulty of measuring Gardner’s multiple intelligences, this is not mentioned as a major problem with intelligence tests generally.)
- Methods for test development, norming and standardization are not well understood. (Incorrect. Over decades of developing IQ tests, researchers have a good understanding norming and standardization procedures.)
- Some ethnic and socioeconomic groups perform better than others on IQ tests. (Correct. This is considered a problem with intelligence tests. It is likely that a number of factors contribute to intelligence, not just those factors measured by IQ tests.)
A: Some ethnic and socioeconomic groups perform better than others on IQ tests.

Q: The pervasive daily stress of poverty and resulting impact on brain development may explain
- why children who live in poverty are rarely tested using legitimate intelligence tests. (Incorrect. Research on the relationship between socioeconomic status and brain development does not indicate this. Review Kishiyama’s research on this.)
- why children who grow up wealthy perform better on intelligence tests. (Incorrect. Research on the relationship between socioeconomic status and brain development does not indicate this. Review Kishiyama’s research on this.)
- why children who live in poverty have less motivation without monetary incentives. (Incorrect. You may be thinking of Duckworth’s research on the effect of monetary incentives on IQ scores and her conclusion that motivation, along with other external factors, influence IQ scores. This research was not about the connection between poverty and brain development.)
- why children who live in poverty perform worse on intelligence tests. (Correct. Research on the relationship between socioeconomic status and IQ indicates that children living in poverty experience more stress, which negatively impacts brain development and function, which contributes to worse performance on IQ tests.)
A: why children who live in poverty perform worse on intelligence tests.

Q: What did the Minnesota Study of Twins Reared Apart suggest about intelligence? The findings from this study ________.
- demonstrated that female twins are more intelligent than male twins (Incorrect. Findings from this study do not indicate a gender difference in intelligence.)
- suggested there is no genetic component to intelligence (Incorrect. Findings from this study do not support this conclusion.)
- intelligence is affected by early adoption. (Incorrect. Findings from this study do not support this assertion.)
- revealed a genetic component to intelligence (Correct. Findings from this study support a genetic component to intelligence.)
A: revealed a genetic component to intelligence

Q: Colton is an average middle school student who has a good group of friends and enjoys practicing the drums and playing baseball. Despite this, he struggles with writing and has a hard time putting his thoughts on paper. Which learning disability does he have?
- attention-deficit hyperactivity disorder (ADHD) (Incorrect. Attention-deficit hyperactivity disorder is not a learning disability, but is it is often co-morbid with learning disabilities, meaning that someone may have both ADHD and a learning disability.)
- dyslexia (Incorrect. While someone with dyslexia may have difficulty spelling words correctly while writing, dyslexia is characterized by an inability to correctly process letters and sound-letter correspondence.)
- intellectual disability (Incorrect. Learning disabilities and intellectual disabilities are not the same. Learning disabilities are considered specific neurological impairments, and intellectual disabilities are considered global intellectual or developmental disabilities.)
- dysgraphia (Correct. Dysgraphia is a learning disability that causes extreme difficulty in writing legibly and putting one’s thoughts down on paper.)
A: dysgraphia

Q: Tyler is learning to read and write but having a difficult time. He sometimes switches up the letters and words in the sentences and almost always writes his name backwards. Which learning disability does he have?
- dysgraphia (Incorrect. You might have picked dysgraphia because Tyler writes his name backwards, and dysgraphia involves extreme difficulty in writing legibly and putting one’s thoughts down on paper. The main problem here is mixing up letters in words and sentences.)
- dysthymia (Incorrect. Dysthymia is a mood disorder in the DSM-5.)
- an intellectual disability (Incorrect. Learning disabilities and intellectual disabilities are not the same. Learning disabilities are considered specific neurological impairments, and intellectual disabilities are considered global intellectual or developmental disabilities.)
- dyslexia (Correct. Dyslexia is characterized by an inability to correctly process letters and sound-letter correspondence.)
A: dyslexia

Q: Learning disabilities often affect children
- with IQs below 70. (Incorrect. It is not the case that learning disabilities often affect children with IQs below 70. People with IQs of 70 or below are considered to have an intellectual disability, with deficits in intellectual functioning and adaptive behavior.)
- who have experienced childhood trauma. (Incorrect. Research does not indicate that learning disabilities often affect children with a history of childhood trauma.)
- high emotional intelligence (Incorrect. Research does not indicate that learning disabilities often affect children with high emotional intelligence.)
- with average to above-average intelligence. (Correct. Learning disabilities tend to affect children with average to above-average intelligence. Their difficulties are often inconsistent with their IQ test scores.)
A: with average to above-average intelligence.