AOPP NPQ COMPREHENSIVE SCRIPT 2026
QUESTIONS AND ANSWERS GUARANTEED TO
PASS
◉ Guilford's Convergent and Divergent Thinking. Answer: -
Structure-of-intellect model
-Convergent: relies on rational, logical reasoning and involves the
use of logical judgement and consideration of facts to derive the
correct solution to a problem; focus of intelligence tests
-Divergent: involves non-logical processes and requires creativity
and flexibility to derive multiple solutions
◉ Sternberg's Triarchic Theory of Intelligence. Answer: -Successful
intelligence is the ability to adapt to, modify, and choose
environments that accomplish one's goals and the goals of society
-Composed of three abilities: analytical, creative, and practical
-Intelligence tests focus on analytical ability
◉ Gardner's Multiple Intelligence Theory. Answer: -Distinguishes
between 8 types of cognitive ability: linguistic, musical, logical-
mathematical, spatial, body-kinesthetic, interpersonal,
intrapersonal, and naturalistic
-Intelligences are not static and can be developed by exposure to
appropriate learning environments
,◉ Concordance Rates for IQ. Answer: -Bouchard & McGue:
concordance rates in IQ for identical twins reared together (.85),
identical twins reared apart (.67), fraternal twins reared together
(.58), bio siblings reared together (.45), bio siblings reared apart
(.24), bio parent and child together (.39), bio parent and child apart
(.22), adoptive parent and child (.18)
◉ Heritability Estimate. Answer: -The proportion of variability in
intelligence due to inherited factors
-Most range from .60-.80, which means 32%-64% of variability in
intelligence is due to genetic factors
-Can only be used to described heritability within groups, not within
an individual or between groups
◉ Confluence Model. Answer: -Studies have found a relationship
between family size, birth order, and IQ, with children's IQ scores
decreasing from first born to last born
-First borns may show an advantage because they do not initially
have to share the parent's attention, are exposed to more adult
language, and are more likely to act as "tutors" to the younger
siblings
◉ Flynn Effect. Answer: -Until the 2000s, IQ test scores consistently
increased by at least 3 points per decade in the US and other
,industrialized countries, seemingly due to increases in fluid
intelligence
-Believed to be the result of environmental factors and not genetics
-Research conducted post-2000 suggests the Flynn effect has
stopped or reversed (in US, it has continued for individuals with IQs
ranging from 70-109, but reversed for individuals with IQs >110)
◉ Seattle Longitudinal Study (Schaie). Answer: -Used a cross-
sequential design that combined cross-sectional and longitudinal
methods
-Demonstrated that cross-sectional studies are more likely to
demonstrate age-related declines in IQ, due to confounding effects of
educational effects between age cohorts (e.g., younger cohorts tend
to be better educated than older cohorts)
-Longitudinal methods found that for most people, only perceptual
speed declines substantially prior to age 60, while other abilities
remain relatively stable until 70-75
◉ Factors associated with Cognitive Decline. Answer: -Decreases in
processing speed - older people are able to better when provided
with as much time as needed
-Physical health, especially cardiovascular functioning
-Some skills fall into disuse, and declines can be reversible with
training and practice
, ◉ IQ Differences related to Gender. Answer: -No differences in
average performance
-Females do better on some measures of verbal ability
-Males do better on some measures of spatial and mathematical
skills
-Evidence for both biological and environmental factors impacting
performance
◉ IQ Differences related to Race/Ethnicity. Answer: -Consistent
evidence that Whites tend to outperform African Americans by
about 1 SD on IQ and achievement tests
-Measures of cognitive ability have been developed by and for white
middle-class populations, and therefore are biased against
individuals from different backgrounds
◉ Slope Bias vs Intercept Bias. Answer: -Slope bias: occurs when
there is differential validity (different validity coefficients for
different groups), making the predictor more accurate for one group
than another
-Intercept bias: occurs when the validity coefficients and criterion
performance for different groups are the same, but their mean
scores on the predictor differ, resulting in the predictor under- or
over-estimating performance on the criterion for one group
QUESTIONS AND ANSWERS GUARANTEED TO
PASS
◉ Guilford's Convergent and Divergent Thinking. Answer: -
Structure-of-intellect model
-Convergent: relies on rational, logical reasoning and involves the
use of logical judgement and consideration of facts to derive the
correct solution to a problem; focus of intelligence tests
-Divergent: involves non-logical processes and requires creativity
and flexibility to derive multiple solutions
◉ Sternberg's Triarchic Theory of Intelligence. Answer: -Successful
intelligence is the ability to adapt to, modify, and choose
environments that accomplish one's goals and the goals of society
-Composed of three abilities: analytical, creative, and practical
-Intelligence tests focus on analytical ability
◉ Gardner's Multiple Intelligence Theory. Answer: -Distinguishes
between 8 types of cognitive ability: linguistic, musical, logical-
mathematical, spatial, body-kinesthetic, interpersonal,
intrapersonal, and naturalistic
-Intelligences are not static and can be developed by exposure to
appropriate learning environments
,◉ Concordance Rates for IQ. Answer: -Bouchard & McGue:
concordance rates in IQ for identical twins reared together (.85),
identical twins reared apart (.67), fraternal twins reared together
(.58), bio siblings reared together (.45), bio siblings reared apart
(.24), bio parent and child together (.39), bio parent and child apart
(.22), adoptive parent and child (.18)
◉ Heritability Estimate. Answer: -The proportion of variability in
intelligence due to inherited factors
-Most range from .60-.80, which means 32%-64% of variability in
intelligence is due to genetic factors
-Can only be used to described heritability within groups, not within
an individual or between groups
◉ Confluence Model. Answer: -Studies have found a relationship
between family size, birth order, and IQ, with children's IQ scores
decreasing from first born to last born
-First borns may show an advantage because they do not initially
have to share the parent's attention, are exposed to more adult
language, and are more likely to act as "tutors" to the younger
siblings
◉ Flynn Effect. Answer: -Until the 2000s, IQ test scores consistently
increased by at least 3 points per decade in the US and other
,industrialized countries, seemingly due to increases in fluid
intelligence
-Believed to be the result of environmental factors and not genetics
-Research conducted post-2000 suggests the Flynn effect has
stopped or reversed (in US, it has continued for individuals with IQs
ranging from 70-109, but reversed for individuals with IQs >110)
◉ Seattle Longitudinal Study (Schaie). Answer: -Used a cross-
sequential design that combined cross-sectional and longitudinal
methods
-Demonstrated that cross-sectional studies are more likely to
demonstrate age-related declines in IQ, due to confounding effects of
educational effects between age cohorts (e.g., younger cohorts tend
to be better educated than older cohorts)
-Longitudinal methods found that for most people, only perceptual
speed declines substantially prior to age 60, while other abilities
remain relatively stable until 70-75
◉ Factors associated with Cognitive Decline. Answer: -Decreases in
processing speed - older people are able to better when provided
with as much time as needed
-Physical health, especially cardiovascular functioning
-Some skills fall into disuse, and declines can be reversible with
training and practice
, ◉ IQ Differences related to Gender. Answer: -No differences in
average performance
-Females do better on some measures of verbal ability
-Males do better on some measures of spatial and mathematical
skills
-Evidence for both biological and environmental factors impacting
performance
◉ IQ Differences related to Race/Ethnicity. Answer: -Consistent
evidence that Whites tend to outperform African Americans by
about 1 SD on IQ and achievement tests
-Measures of cognitive ability have been developed by and for white
middle-class populations, and therefore are biased against
individuals from different backgrounds
◉ Slope Bias vs Intercept Bias. Answer: -Slope bias: occurs when
there is differential validity (different validity coefficients for
different groups), making the predictor more accurate for one group
than another
-Intercept bias: occurs when the validity coefficients and criterion
performance for different groups are the same, but their mean
scores on the predictor differ, resulting in the predictor under- or
over-estimating performance on the criterion for one group
