The textbook notes that many researchers feel that the important question is not "What happens to intelligence in adulthood?" but rather "What happens to intelligences in adulthood?" Do you agree or disagree?
Do you agree or disagree? Explain why changing the question may also change the answer.
Fill in the blank with correct word
Answers should focus on multidimensionality of intelligence and the evidence that
supports it, the fact that different abilities have different patterns of development in
adulthood, and that intelligence may be shaped by experience. Looking at the type
of intelligence measured by standard IQ tests will reveal a different picture than
looking at a variety of abilities.
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Research on Piaget's cognitive-developmental theory indicates that
A) he overestimated the competencies of infants and young children. B) children generally reach their full intellectual potential, regardless of education and experience. C) children's performance on Piagetian problems can be improved with training. D) his stagewise account overemphasizes social and cultural influences on development.
Humanistic psychologists emphasize our ability to make voluntary choices, which they were referred to as
a. narcissism b. free will. c. self-actualization. d. determinism.