She's incorrect; the heritability of a trait within a group tells us nothing about observed differences in that trait between groups.
She's correct; heritability coefficients for a trait within a group are usually quite similar to the heritability of that trait between groups.
She's correct in her reasoning, but only in principle; estimates of IQ heritability vary widely, depending on the method used to produce them (e.g., twin studies, adoptive studies, etc.), and thus they cannot serve to generalize to between-group differences.
She's incorrect; high heritability of a trait within a group directly implies high environmentality for that trait between groups.
produce approximately the same score each time each time a person takes it, under a variety of conditions
correlate strongly with other accepted measures of a person's ' intelligence
be sensitive to changes in a person's circumstances and frame of mind
clearly distinguish among separate mental abilities
all of the above.
have lower levels of activation in areas of the brain used to perform a task.
use fewer areas of their brains when solving complex problems.
conserve energy (lower glucose metabolism) as problems become increasingly more complex.
genes, shared environment; unique environment
shared environment; genes; unique environment
shared environment; unique environment; genes
genes, unique environment; shared environment
A heuristic is more likely to result in a correct response
The heuristic will result in only one possible solution
A heuristic is often more efficient
A heuristic will present more clearly defined solution
We have more opportunity as we age to choose our own environments and these may reflect the heritable component of our intelligence
We get wiser as we get older
We stop responding to our environment to the same extent as when we were young
Our intellect becomes limited by health problems as we age
you cannot draw a conclusion from these data
environment contributes greatly to variation to characteristic X, but only for twins
heredity contributes little or nothing to variation in characteristic X
both heredity and environment contribute substantially to variation in characteristic X
environment contributes comparatively little to variation to characteristic X
He will look for examples of stupid students at Learning R Us university and When confronted with examples of smart students at Learning R Us University, he will play them down as very atypical
He will look for examples of smart students at Learning R Us university
When confronted with examples of smart students at Learning R Us University, he will play them down as very atypical
He will look for examples of stupid students at Learning R Us university
was valid for all age ranges.
used a deviation (age-normed) instead or a ratio (mental age/chronological age) IQ.
added nonverbal (performance) subscales to represent different forms of intelligence.
all of the above
high reliability coefficients for the results of individual tests
the tendency for people to score well on either verbal or mathematical tests, but not on both
the fact that different tests tap different specific abilities
the positive intercorrelations for tests of different intellectual skills
due to excessive myelination of their frontal lobe
due to the increased plasticity of the brain during this period
when they're alone than when they are with their peers
in the presence of their peers than when alone
it does not explain behaviour throughout the lifespan
it cannot be tested or disproved
it cannot be applied across cultures
it does not explain individual differences
Whether it comes from the mother or the father.
It's genetic make-up.
The location in which it ends up.
are present at birth then often disappear
are present at birth then gradually get stronger
automatically develop over time
require stimulation to develop
Children who viewed a model being punished behaved significantly more aggressively towards the Bobo doll themselves than those who saw a model receive no consequences.
All of the above.
Children who viewed a model being punished behaved less aggressively towards the Bobo doll themselves than those who saw a model receive no consequences.
Children who viewed a model being punished behaved more aggressively towards the Bobo doll than those who saw a model being rewarded.
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