SFL 210 FINAL EXAM QUESTIONS AND
ANSWERS. VERIFIED 2026.
Factor Analysis - ANS Complicated correlational procedure-identifies sets of test items that
cluster together, meaning that test-takers who do well on one item in a cluster tend to do ell on
others
Distinct clusters= factors
Spearman's theory of intelligence "g" + "s" - ANS - 1st influential factor analyst
- all test items he examined correlated with one another
- General intelligence (g) influenced each of them
- test items not perfectly correlated varied in the extent to which g contributed to them -> each
item, or set of similar items, also measured specific intelligence unique to teh task
- g- supreme, central, abstract reasoning capacity
Sternberg's triarchic theory of successful intelligence - ANS 1. Analytical intelligence -
information - processing skills
2. creative intelligence - capacity to solve novel problems
3. practical intelligence - application of intellectual skills in everyday situations
- intelligent behavior involves balancing all 3 intelligences to achieve success in life, according to
one's personal goals; requirements of one's cultrual community
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
1
,Analytical intelligence - ANS - Apply strategies
- Acquiring task - relevant & metacognitive knowledge
- engaging in self -regulation
oh mental tests: processing skills are limited
- Tribal & village societiesa are "school smart" but they thrive in processing info in out - of
school situations that most Westerners would find highly challenging
Creative Intelligence - ANS Think more skillfully than others when faced with a novelty
- apply processing skills, make automatic to free working memory for complex thinking
- quickly move to high-level performance
Practical intelligence - ANS - Adapting to, shaping, or selecting environments to meet both
personal goals & demands of one's everyday world
- intelligent behavior is affected by culture
Triarchic theory of Emphasis - ANS 3 intelligences are relatively distinct
- Emphasizes the complexity of intelligent behavior & the limitation of current intelligence tests
in assessing that complexity
- Mental tests can easily underestimate, overlook the intellectual strengths
IQ - ANS - Which indicates the extent to which the raw score (# of items passed) deviates
fromt eh typical performance of same - age individuals
Controversy in "How much can we boost IQ & scholastic Achievement Jensen 1969 - ANS -
"not much"
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
2
, - heredity is largely responsible for individual, ethnic & SES differences in IQ -. fuel social
prejudices
- Hernstein & Murray rekindled controversy with the & Bell curve
-> Heredity contributes substantially to individual & SES differences in IQ
-> hereditary plays a sizable role in black - white IQ gap
Factors that contribute to IQ test Bias against ethnic minority groups - communication styles -
ANS - ethnic minority families often foster unique language skills that don't match classroom
& testing expectations
- analogy Qs, no right As
-> emotional & social language
- Collaborative style of communication - work together
- hierarchial style of communication parent directs each child to carry out an aspect of the task,
kids work independently
- gives answer without thinking when adult refuses to reveal whether the child is on the right
track
Test Bias cont - knowledge - ANS - miss vocab words on mental rests that have alternative
meanings in their cultural community. Fram - physique
- prior knowledge, not reasoning ability, fully explained ethnic differences in performances
- people- oriented- lack opportunity to use games & objects that promote certain intellectual
skills
- school longer - score higher
Test Bias cont. - stereotypes - ANS Stereotype threat- fear of being judged on the basis of a
negative stereotype
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
3
ANSWERS. VERIFIED 2026.
Factor Analysis - ANS Complicated correlational procedure-identifies sets of test items that
cluster together, meaning that test-takers who do well on one item in a cluster tend to do ell on
others
Distinct clusters= factors
Spearman's theory of intelligence "g" + "s" - ANS - 1st influential factor analyst
- all test items he examined correlated with one another
- General intelligence (g) influenced each of them
- test items not perfectly correlated varied in the extent to which g contributed to them -> each
item, or set of similar items, also measured specific intelligence unique to teh task
- g- supreme, central, abstract reasoning capacity
Sternberg's triarchic theory of successful intelligence - ANS 1. Analytical intelligence -
information - processing skills
2. creative intelligence - capacity to solve novel problems
3. practical intelligence - application of intellectual skills in everyday situations
- intelligent behavior involves balancing all 3 intelligences to achieve success in life, according to
one's personal goals; requirements of one's cultrual community
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
1
,Analytical intelligence - ANS - Apply strategies
- Acquiring task - relevant & metacognitive knowledge
- engaging in self -regulation
oh mental tests: processing skills are limited
- Tribal & village societiesa are "school smart" but they thrive in processing info in out - of
school situations that most Westerners would find highly challenging
Creative Intelligence - ANS Think more skillfully than others when faced with a novelty
- apply processing skills, make automatic to free working memory for complex thinking
- quickly move to high-level performance
Practical intelligence - ANS - Adapting to, shaping, or selecting environments to meet both
personal goals & demands of one's everyday world
- intelligent behavior is affected by culture
Triarchic theory of Emphasis - ANS 3 intelligences are relatively distinct
- Emphasizes the complexity of intelligent behavior & the limitation of current intelligence tests
in assessing that complexity
- Mental tests can easily underestimate, overlook the intellectual strengths
IQ - ANS - Which indicates the extent to which the raw score (# of items passed) deviates
fromt eh typical performance of same - age individuals
Controversy in "How much can we boost IQ & scholastic Achievement Jensen 1969 - ANS -
"not much"
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
2
, - heredity is largely responsible for individual, ethnic & SES differences in IQ -. fuel social
prejudices
- Hernstein & Murray rekindled controversy with the & Bell curve
-> Heredity contributes substantially to individual & SES differences in IQ
-> hereditary plays a sizable role in black - white IQ gap
Factors that contribute to IQ test Bias against ethnic minority groups - communication styles -
ANS - ethnic minority families often foster unique language skills that don't match classroom
& testing expectations
- analogy Qs, no right As
-> emotional & social language
- Collaborative style of communication - work together
- hierarchial style of communication parent directs each child to carry out an aspect of the task,
kids work independently
- gives answer without thinking when adult refuses to reveal whether the child is on the right
track
Test Bias cont - knowledge - ANS - miss vocab words on mental rests that have alternative
meanings in their cultural community. Fram - physique
- prior knowledge, not reasoning ability, fully explained ethnic differences in performances
- people- oriented- lack opportunity to use games & objects that promote certain intellectual
skills
- school longer - score higher
Test Bias cont. - stereotypes - ANS Stereotype threat- fear of being judged on the basis of a
negative stereotype
@COPYRIGHT 2026/2027 ALL RIGHTS RESERVED
3
