AP®︎ Psychology: Topic 2.8 Practice Test
Prepare for your quiz, test, or the AP exam with focused practice questions on Topic 2.8 of AP Psychology – Intelligence and Achievement.
Questions List
Topic 2.8
Question 1 Easy
This question tests the following: 2.8.A.1
Which theory suggests intelligence is a single general ability?
What You’re Being Tested On:
Explore the learning objectives taken directly from the College Board’s AP® Psychology Curriculum. Ensure you’re prepared for the exact topics covered on the AP® exam, in-class tests, and quizzes, and gain confidence in your mastery of the material.
Topic 2.8: Intelligence and Achievement
Learning Objective: 2.8.A
Explain how modern and historical theories describe intelligence.
Essential Knowledge: 2.8.A.1
Throughout history, consensus about how to define and measure intelligence continues to be elusive and can be subject to bias. Researchers debate whether intelligence is a general ability (called g) or is comprised of multiple abilities.
Learning Objective: 2.8.B
Explain how intelligence is measured.
Essential Knowledge: 2.8.B.1
Early formal intelligence tests yielded an intelligence quotient (IQ), which divided mental age by chronological age. In modern times, IQ scores are often used to identify students for educational services. Exclusion Statement: Labeling or describing cognitive abilities and disabilities are outside the scope of the AP Psychology Exam.
Essential Knowledge: 2.8.B.2
All psychological assessments, including intelligence tests, should adhere to sound psychometric principles to be considered useful.
Essential Knowledge: 2.8.B.2.i
A test is said to be standardized when it is administered using consistent procedures and environments.
Essential Knowledge: 2.8.B.2.ii
A test is considered valid if it measures what it is designed to measure. Types of validity include construct and predictive.
Essential Knowledge: 2.8.B.2.iii
A test is considered reliable if it yields similar results each time it is administered. Types of reliability include test-retest and split-half.
Essential Knowledge: 2.8.B.3
Researchers strive to develop assessments of intelligence that are socio-culturally responsive to reduce stereotype threat and potential inequity that may occur due to stereotype lift.
Learning Objective: 2.8.C
Explain how systemic issues relate to the quantitative and qualitative uses of intelligence assessments.
Essential Knowledge: 2.8.C.1
IQ scores across much of the world have generally increased over time (Flynn Effect) due to societal factors, such as higher socioeconomic status and access to better health care and better nutrition.
Essential Knowledge: 2.8.C.2
IQ scores tend to vary more within a group than between groups. Personal and sociocultural biases can impact the interpretation of individual IQ scores and the score’s relationship with other outcomes. Poverty, discrimination, and educational inequities can negatively influence intelligence scores of individuals and societal groups around the world.
Essential Knowledge: 2.8.C.3
Scores from intelligence tests have been used to limit access to jobs, military ranks, educational institutions, and immigration to the US.
Learning Objective: 2.8.D
Explain how academic achievement is measured and experienced as compared to intelligence.
Essential Knowledge: 2.8.D.1
Some academic tests attempt to measure what someone knows (achievement tests) or predict how someone will perform in the future (aptitude tests).
Essential Knowledge: 2.8.D.2
People’s beliefs about whether intelligence is fixed from birth (fixed mindset) or malleable due to experience (growth mindset) can affect academic achievement.
