A culture-fair IQ test
a. is designed to be used with one particular culture.
b. contains material equally familiar to people from diverse backgrounds.
c. recognizes cultural differences in the definition of intelligence.
d. is impossible to construct, which is why IQ testing is invalid.
Answer: b.
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According to the cognitive-functional approach to language,
a. we need to explore how morphology has implications for syntax. b. people have strong, explicit knowledge about the way they understand and create language. c. the purpose of language is to convey meaning to other people. d. language is a unique skill, and it is not really related to other cognitive processes such as attention and memory.
In Collins and Quillian's model, level 1 concepts are associated with
a. the most specific attributes. b. concept attributions. c. natural exemplars. d. the most general attributes. e. formal definitions in terms of specific units.
Compared to other developed countries, the juvenile homicide rate in the United States is
A) somewhat lower. B) about the same. C) somewhat higher. D) many times higher.
Researchers use a complicated statistical technique called factor analysis to
A) evaluate a child's behavior during an intelligence test. B) identify children who may be at-risk for serious learning problems. C) identify which sets of intelligence test items cluster together. D) determine which sets of intelligence test items are culturally biased.