Study Guide-Chapter 9--Santrock (1996)				Page 1

** Questions marked with asterisks are not necessarily answered directly in the text; you may need to expand on the information provided in the book.

1.  Why is intelligence difficult to define?  How does Santrock identify it?

2.  What is the psychometric approach to intelligence?

3.  How are reliability, and content and criterion validity important in intelligence testing?  What is the goal of standardization?  

4.  What are the purposes of the Stanford-Binet and Wechsler tests?  

5.  How did Spearman's two-factor theory and Thurstone's multiple-factor theory explain intelligence?  How are they similar and different from Gardner's seven frames of mind?  From Sternberg's triarchic theory of intelligence?  Why are there so many theories?

6.  What do infant intelligence tests measure?  Is there stability of infant intelligence?

7.  How are habituation and dishabituation related to intelligence in infancy?  

8.  How did Jensen (1969) spark the heredity-environment controversy of intelligence?  How is this view seen today?  

9.  How are cultural and ethnic background related to intelligence?  Culture and adaptation?  

10.  How has bias been a problem for intelligence tests?  What are examples of culture-fair tests?  

11.  What are appropriate and inappropriate uses of intelligence tests?  

12.  How do different theories explain children's learning?  

13.  How is mental retardation identified?  What is cultural-familial retardation?  

14.  What is giftedness?  Is it related to emotional distress?  

15.  How can gifted disadvantaged children be helped?  What are their characteristics?

16.  What are convergent and divergent thinking?  How are they related to creativity?
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