Take Test Chapter 7 Homework Question 1: The Theory That The

Take Test Chapter 7 Homeworkquestion 1the Theory That There Are Seven

The assignment consists of a series of multiple-choice questions related to various topics in psychology, such as intelligence theories, decision-making processes, problem-solving strategies, cognitive biases, and other mental abilities. Please provide comprehensive, well-structured answers to each question, citing relevant scholarly sources and theories where appropriate, to demonstrate a deep understanding of the subject matter. Your responses should be approximately 1000 words in total, covering all questions thoroughly with proper academic language and referencing.

Paper For Above instruction

1. The theory that there are seven distinct mental abilities was proposed by Louis Thurstone. Thurstone challenged the notion of a single general intelligence factor (g) proposed by Spearman and instead identified seven primary mental abilities, including verbal comprehension, meaningfulness, and reasoning, among others. His theory marked a significant shift toward understanding intelligence as a multifaceted construct (Thurstone, 1938). This perspective has influenced modern intelligence testing, highlighting that cognitive capabilities are diverse and cannot be fully captured by a single score.

2. Clayton’s decision-making process exemplifies the use of a compensatory model. In decision theory, this approach involves evaluating various features of options and compensating for deficits in some areas with advantages in others. For example, although Clayton preferred a brick house, he assigned greater weight to the floor plan, price, and school district, ultimately choosing a wooden house that scored higher on these features (Fishbein & Ajzen, 1975). This model contrasts with noncompensatory models, where certain criteria may be inviolable, and the decision depends on meeting specific thresholds.

3. Failing to see that a wrench can also be used to hammer a nail demonstrates functional fixedness. Functional fixedness is a cognitive bias limiting a person to using an object only in the way it is traditionally used, thus impeding problem-solving ability (Duncker, 1945). Overcoming this bias involves thinking creatively or "outside the box", which is essential in many innovative and practical contexts.

4. The type of knowledge that allows a specialist to work efficiently on a problem without extensive preparation is expertise. Expertise involves well-developed, organized knowledge structures that enable faster and more accurate problem-solving compared to novices (Chi, Glaser, & Farr, 1988). This knowledge is often abstract or conceptual, allowing experts to recognize patterns and apply relevant strategies quickly.

5. Higher grades and intelligence test scores tend to predict occupational success and performance on the job, though they are not the sole determinants. Factors such as emotional intelligence, motivation, and social skills also play critical roles. Longitudinal studies indicate that intelligence scores correlate moderately with job performance, but success is multifaceted and influenced by additional personal qualities (Schmidt & Hunter, 1998).

6. To classify Jane as mentally retarded, evidence of intellectual impairment (such as an IQ score of about or below 70) along with deficits in adaptive behavior (including motor skills and daily functioning) must be present. Diagnosis also involves ruling out other causes such as neurological or genetic abnormalities, although the presence of a chromosomal abnormality such as down syndrome can be relevant. Simply having motor deficits does not suffice; there must be a comprehensive assessment of cognitive and adaptive functioning (American Psychiatric Association, 2013).

7. The Stanford-Binet test measures various mental abilities, but long-term memory is not one of the primary domains assessed by the current version. Instead, it focuses on quantitative reasoning, verbal reasoning, and abstract/visual reasoning. These areas collectively evaluate intelligence across different modalities, but tests like the Wechsler scales include additional subtests related to working memory and processing speed (Roid, 2003).

8. The problem-solving strategy where an individual or group generates many ideas and judges them after all ideas are collected is called brainstorming. This method encourages divergent thinking and creativity, contrasting with convergent thinking that narrows options to find a solution (Osborn, 1953). Brainstorming is widely used in collaborative settings to foster innovative solutions.

9. The experimental results that most strongly refute the linguistic relativity hypothesis are those showing that members of a tribe with no words for colors can still perceive and think about a wide range of colors. This suggests that language does not strictly determine perception, countering the strong version of linguistic relativity. Thus, the tribe's ability to think about colors without specific words indicates that cognition can occur independently of linguistic categories (Berlin & Kay, 1969).

10. When test results align with other independent measures that the test intends to predict, the test exhibits criterion-related validity. This validity type assesses how well a test correlates with a relevant outcome or criterion, such as job performance or academic achievement (Anastasi & Urbina, 1997).

11. A true statement regarding biological mental retardation (now referred to as intellectual disability) is that the effects can be mitigated through education and training, even if they cannot be completely eliminated. Early intervention, tailored educational programs, and support services can substantially improve adaptive functioning and quality of life for individuals with intellectual disabilities (Schalock et al., 2010).

12. Phenylketonuria (PKU) affects about one in 10,000 to 15,000 live births in the general population. PKU is a genetic disorder characterized by the body’s inability to process phenylalanine, which can lead to intellectual disability if untreated. Early diagnosis and dietary management are critical in preventing severe cognitive impairment (Jones et al., 2006).

13. The first intelligence test was designed by Alfred Binet and Théodore Simon in 1905. Their test aimed to identify schoolchildren needing special educational support and laid the groundwork for modern IQ testing. Lewis Terman later adapted it into the Stanford-Binet test, which became a widely used assessment tool (Terman, 1916).

14. In a recent study involving responses to gender-neutral and gender-specific pronouns, research indicates that men tend to respond more quickly to stimuli associated with traditional gender stereotypes than women. This result may reflect societal conditioning or cognitive biases influenced by cultural norms regarding gender roles (Eagly & Wood, 2012). Women may process these stimuli differently, possibly due to differing socialization or cognitive strategies.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Berlin, B., & Kay, P. (1969). Basic color terms: Their universality and evolution. Berkeley: University of California Press.
• Chi, M. T., Glaser, R., & Farr, M. J. (1988). The nature of expertise. Educational Researcher, 17(10), 12-22.
• Duncker, K. (1945). On problem solving. Psychological Monographs, 58(5), 1-113.
• Eagly, A. H., & Wood, W. (2012). Social role theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 458-476). Sage Publications.
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
• Jones, K. L., Smith, S. M., & Rinaldi, S. M. (2006). PKU and intellectual development. Genetics in Medicine, 8(11), 779-785.
• Roid, G. H. (2003). Stanford-Binet Intelligence Scales (5th ed.). Riverside Publishing.
• Schalock, R. L., et al. (2010). Intellectual disability: Definition, classification, and systems of supports. American Association on Intellectual and Developmental Disabilities.
• Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124(2), 262-274.
• Terman, L. M. (1916). The Stanford revision and extension of the Binet-Simon intelligence scale. Stanford University.
• Thurstone, L. L. (1938). Primary mental abilities. University of Chicago Press.