A. knowledge acquired through direct instruction Show B. intelligence that helps you make connections between learned material C. problem solving that helps us adapt to our environment D. intelligence that connects to emotional development A. knowledge acquired without direct instruction through observation and participation B. intelligence that helps you make connections between learned material C. problem solving that helps us adapt to our environment D. intelligence that connects to emotional development A. knowledge acquired without direct instruction through observation and participation B. intelligence that helps you make connections between learned material C. knowledge you use to solve a problem D. intelligence that connects to emotional development A. children benefit from formal schooling when taking Western intelligence tests B. children participating in apprenticeships did better than children who did not C. all cognitive abilities are universal D. Kenyan parents do not emphasize formal schooling experiences because this will not help their children learn how to be farmers A. They are mental guides which help us process information B. They are mental guides which help us problem solve in specific contexts C. They are important to the way we think, perceive, and organize information in our daily social interactions D. They are an accurate way to measure intelligence and problem solving skills A. field-independent B. field-dependent C. field-emotionally dependent D. field –emotionally independent A. field-independent B. field-dependent C. field-emotionally dependent D. field –emotionally independent A. thinking styles are permanent and fixed at birth B. you cannot develop new cognitive styles C. bicultural individuals often use different thinking styles depending upon situational contexts D. thinking styles do not change depending upon physical or cultural settings A. analytic cognition B. field-independence C. field-dependence D. bicultural thinking A. analytic cognition B. field-independence C. field-dependence D. bicultural thinking A. holistic B. analytic C. individualistic D. collectivist A. always use holistic styles B. always use analytic styles C. always use a collectivist style D. change styles depending upon the situational context A. no relationship between cultural values and thinking styles B. the US photographs paid little attention to the face C. the East Asian photographs paid more attention to contextual information D. the US photographs paid more attention to contextual information A. children who played sports displayed field dependent styles B. children who socialized with peers displayed field independent styles C. parents emphasized the cultural values of independence and self-expression D. children who enjoyed creative activities displayed field independent styles A. many European American children prefer field dependent styles B. many African American children prefer field independent styles C. many Mexican American children prefer to work independently and alone D. many children of color generally prefer field dependent styles A. the ability to adapt to the environment B. mechanical abilities C. musical abilities D. being obedient and respectful of others A. crystallized intelligence B. fluid intelligence C. tacit knowledge D. emotional intelligence A. responsibility B. obedience C. memory D. creativity A. qualitative changes in intelligence B. cultural qualities C. quantitative measures of intelligence D. social qualities A. formal schooling shaped children’s street vending math skills B. the skills of children with formal schooling experiences compared to those without formal skilling C. children’s participation in street selling helped them acquire skills in working with ratios D. many Brazilian street children acquired strong skills such as placing numbers in a series A. emotional intelligence B. fluid intelligence C. practical intelligence D. general intelligence A. Goleman B. Spearman C. Sternberg D. Gardner A. intellectual processes B. domains of intelligence C. cultural intelligence D. emotional intelligence A. practical B. fluid C. creative D. analytical A. creative B. analytical C. practical D. logical-mathematical A. logical-mathematical intelligence B. cultural intelligence C. emotional intelligence D. successful intelligence A. bodily-kinesthetic B. interpersonal C. linguistic D. musical A. Goleman B. Spearman C. Sternberg D. Gardner A. analytical reasoning B. perceiving and monitoring feelings C. interacting with people D. communication and language skills A. a person’s ability to function in diverse cultural contexts B. a person’s ability to speak multiple languages C. a person’s ability to problem solve D. a person’s ability to read another’s emotions A. metacognitive B. emotional C. motivational D. behavioral A. metacognitive B. cognitive C. motivational D. behavioral A. metacognitive B. cognitive C. motivational D. behavioral A. a local elementary school with a homogenous student population B. a business manager in a multinational company C. a local eatery that serves neighborhood residents D. a local pharmacy that serves neighborhood residents A. health care B. international business C. anthropology D. psychology A. the ability to learn from experience B. a learning style that emphasizes creativity C. the ability to problem solve D. seek traditional rather than imaginative ideas A. assimilation and accommodation B. equilibrium and disequilibrium C. assimilation and equilibrium D. accommodation and equilibrium A. assimilation B. equilibrium C. accommodation D. disequilibrium A. assimilation B. equilibrium C. accommodation D. disequilibrium A. Ethiopians who migrated to Israel B. the Mandinka who migrated to Israel C. the Wolof who migrated to Israel D. the Masai who migrated to Israel A. they are farmers B. cultural learning takes place through oral transmission C. their belief system is based in magic and superstition D. they rely on written language and technology A. used the Raven’s Progressive Matrices task B. used Piaget’s conservation of mass task C. asked participants how they obtained food in their native and new home D. used Piaget’s conservation of volume task A. culture only shapes how we learn B. cultural only shapes what we learn C. we are incapable of learning skills we acquire in new settings D. our cognitive skills are flexible A. Wolof children have more contact with urban culture than Mandinka children do B. Mandinka children attend formal schools in urban areas C. Mandinka children live in villages D. Wolof children may attend local Koranic schools or village schools A. Wolof children have more contact with urban living B. Wolof children attend formal schools in urban areas C. Mandinka children attend formal schools in urban areas that emphasize Western skills D. Wolof children performed poorly on all tests because of language issues A. it is possible to make a culture fair test B. some children require more assistance than others when taking tests C. tests should measure skills people experience and use in daily interactions D. all tests should appear in English A. IQ scores increased over time in successive generations in all countries B. IQ scores increased over time worldwide but only on verbal tests C. verbal SAT scores increased dramatically in the US during this time period D. verbal SAT scores increased worldwide during this time period A. apprenticeships B. greater attention to possessing mechanical skills for employment C. increased access to technology D. an increase in visual perception skills A. children in lower income homes often have less reading and language opportunities with caregivers B. children have equal access to resources such as computers C. children have equal access to good quality schools D. children spend less time watching television A. mother’s educational level did not connect to children’s learning B. children from traditional Mexican homes where mothers had extensive formal education used observation as a way of learning more than European-American children did C. children with educated Mexican mothers asked for more verbal instruction and learning activities similar to European-American children D. Mexican children perform similarly to European-American children regardless of mothers’ educational experiences A. verbal abilities B. reasoning C. performance abilities D. literacy abilities A. employee morale B. power distance and the masculinity-femininity dimensions C. children’s literacy abilities D. the standardization Of the Weschler Intelligence Scale for Children-III A. they are culture fair B. they are culture free C. these tests only measure practical knowledge needed to solve a problem in a particular setting D. they are based on indigenous concepts and knowledge A. The Weschler Intelligence Scale for Children B. the Stanford Binet Intelligence Test C. The Raven’s Progressive Matrices Test D. the Redden Simmons Rap Test A. criminal court cases B. traffic violations C. social issues D. inequality A. sensorimotor B. preoperational C. concrete D. formal A. sensorimotor stage B. object permanence C. assimilation D. accommodation A. sensorimotor B. preoperational C. concrete D. formal A. sensorimotor B. preoperational C. concrete D. formal A. a schema B. an example of concrete thinking C. an example of preoperational thinking D. an example of formal thinking A. cultural practices in social interactions help shape children’s cognitive outcomes B. biological maturation does not connect to cultural experience C. problem-solving is not useful to adapt to one’s environment D. Piaget’s methods and test choices lent themselves to cross-cultural comparisons A. children problem solved differently when they work with unfamiliar children and familiar children B. children behave differently when they work with people who are not family members C. unrelated Mexican immigrant children did not collaborate and help each other more on projects than unrelated European-American children did D. unrelated European-American children collaborated less and helped each other less on projects than unrelated Mexican immigrant children A. accommodation B. acomedido C. simpatico D. collectivism A. African-American siblings preferred to divide up their workload B. European-American children prefer to work more collaboratively C. many African-American families emphasize the value of a sense of community D. European-American children tend to prefer group activities that do not highlight individual accomplishments A. in the United States, math instruction is child initiated B. in Japan, teachers emphasize problem-solving skills C. in the US group work is quite common D. in Japan, teachers choose math problems that emphasize conceptual information A. hansei B. kizuna C. omoi D. acomedido A. the ability to self-reflect B. the ability to evaluate a person’s own sense of social responsibility C. the social relationships formed when working collaboratively in groups D. people’s feelings A. hansei B. kizuna C. omoi D. acomedido A. fathers generally take a more active role in their children’s educational success than mothers do B. parents link language arts to future academic success C. Taiwanese children rarely practice drills and rote memorization activities in class D. a good student in Taiwan is a student who perseveres even on difficult tasks A. visual illusions B. visual perception C. emotional intelligence D. cultural intelligence What are the 3 types of intelligence according to Sternberg?Robert Sternberg developed another theory of intelligence, which he titled the triarchic theory of intelligence because it sees intelligence as comprised of three parts (Sternberg, 1988): practical, creative, and analytical intelligence (Figure 7.12).
What are the types of intelligence in triarchic theory?Robert Sternberg developed another theory of intelligence, which he titled the triarchic theory of intelligence because it sees intelligence as comprised of three parts (Sternberg, 1988): practical, creative, and analytical intelligence (Figure 1).
Which of the following types of intelligence are included in Sternberg's theory quizlet?Sternberg's theory of intelligence includes analytical, practical, and creative intelligence.
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Which of the following types of intelligence are not included in Sternbergs triarchic theory of intelligence?
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