21- An individual's degree of intelligent behaviour at any stage of his development is the resultant of interactions between inherited factors of intelligence and all the factors of experience by which the individual is ______ and to which he responds.
A. Responded
B. Taught
C. Concerned
D. Stimulated
View Answer
Answer : D. Stimulated
Description
22- A child may be born with a high degree of potential ability to act intelligently, but unless he is stimulated through ______ to exercise that capacity, he may appear to be relatively dull or retarded.
A. Training
B. Measurement
C. Learning
D. Questioning
View Answer
Answer : C. Learning
Description
23- Studies have been made concerning the effect of nursery school and kindergarten attendance upon the mental ability of ______ children.
A. Young
B. Average-minded
C. Feeble-minded
D. Dull
View Answer
Answer : A. Young
Description
24- Investigations have been conducted to discover the effect of enriched school offerings upon the intelligence of ______ school children.
A. Primary
B. Model
C. High
D. Elementary
View Answer
Answer : D. Elementary
Description
25- Testing techniques are not yet sufficiently perfected and the problems involved in determining the effect of environment upon intelligence still are so complicated that it is ______ to arrive at any specific or definite conclusions in the matter.
A. Challenging
B. Difficult
C. Essential
D. Simple
View Answer
Answer : B. Difficult
Description
26- On the average, the growth of the mental ability of any individual is fairly regular in rate, and the degree of ______ is relatively constant from age period to age period.
A. Success
B. Intelligence
C. Patience
D. Emotions
View Answer
Answer : B. Intelligence
Description
27- In the case of ______ growth, the rate is more rapid during the early years and then levels off gradually until intellectual maturity is reached.
A. Mental
B. Total
C. Rapid
D. Physical
View Answer
Answer : A. Mental
Description
28- In general, growth in intelligence continues at a more rapid rate and reaches a greater height for the bright than for the great mass of individuals considered average or:
A. Normal
B. Dull
C. Poor
D. Non-average
View Answer
Answer : A. Normal
Description
29- The growth rate of the slow or retarded and feeble-minded progresses more ______ and reaches its limit sooner and at a lower level than do the others.
A. Directly
B. Confidently
C. Slowly
D. Rapidly
View Answer
Answer : C. Slowly
Description
30- Contrary to popular opinion, boys and girls tend to show little if any difference in intelligence as measured by tests of ______ ability.
A. Normal
B. Superior
C. Cooperation
D. Mental
View Answer
Answer : D. Mental
Description
31- Home conditions, degree of interest, emotional attitudes, health, and other factors may affect an individual's ______ during the taking of an intelligence test or in learning achievement.
A. Approach
B. Success
C. Difference
D. Classification
View Answer
Answer : B. Success
Description
32- It is a recognized fact that demonstrated achievement in school learning does not always parallel degree of intelligence as determined by the ______ of intelligence tests.
A. Learners
B. Examiners
C. Users
D. Administration
View Answer
Answer : D. Administration
Description
33- Although we may not be entirely satisfied with all the testing techniques now available, it cannot be denied that the history of the development of intelligence tests during the past ______ century is remarkable and that brilliant work has been done in this field.
A. Quarter
B. Half
C. One
D. Experienced
View Answer
Answer : B. Half
Description
34- The results of all tests may be affected by many factors inherent in the testing conditions, the child's background of ______, and other favorable or unfavorable elements.
A. Experience
B. Intelligence
C. Leadership
D. Life
View Answer
Answer : A. Experience
Description
35- No administrator, teacher, or student of education should accept test results as the ______ measure of an individual's degree of ability to learn.
A. Poor
B. Best
C. No
D. Only
View Answer
Answer : D. Only
Description
36- In any situation, in school or out of school, where ______ is required, social understanding, emotional stability, drives to action, and other personal factors are as significant to successful achievement as are degrees of mental ability.
A. Competence
B. Consideration
C. Objectivity
D. Measurement
View Answer
Answer : A. Competence
Description
37- A consideration of ______ measurement should develop an attitude of fair-minded appreciation of its value.
A. Vocabulary
B. Mental
C. Definite
D. Individual
View Answer
Answer : B. Mental
Description
38- It should be realized that the results of intelligence tests combined with other techniques available for the evaluation of learning success can help the ______ to discover what the child can learn and how quickly he can learn.
A. Critic
B. Administrator
C. Psychologist
D. Teacher
View Answer
Answer : D. Teacher
Description
39- Test construction began with Alfred Binet's attempt to devise an instrument of measurement that could be used for the discovery of feeble-minded children in:
A. French Schools
B. German Schools
C. American Schools
D. English Schools
View Answer
Answer : A. French Schools
Description
40- When did the first Binet-Simon test appear with revisions in 1908 and 1911? This was an individual test of performance, and its scores were interpreted in terms of mental age.
